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STATE OF KANSAS _ 
DEPARTMENT OF EDUCATION. 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
.THE STATE BOARD OF EDUCATION 


LOL 


PART I.—SYNOPSIS 


KANSAS STATE PRINTING PLANT. 
W. R. SmitH, State Printer. 











STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan. 


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Se 







P ey Abt} 7 in he o" . = as a 9! ) t 


THOos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


ere ne mone 
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rae eens Seen gt ae ane ene nee 
b aig a Aaa 


LILIAN SCOTT, 
- Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 








H. W. SHIDELER, 
Superintendent of City Schools, Girard. 


L. D. WHITTEMORE, Secretary, 
Topeka. 


(3) 


PART I 
bee ee 


PART 


PART 


PART 
PART 
PART 


PART 
PART 
PART 


oe © we 


CONTENTS. 





.... SYNOPSIS. 

.... ENGLISH. 

.... MATHEMATICS. 

.... HISTORY AND SOCIAL SCIENCE. 
.... SCIENCE. | 
.... FOREIGN LANGUAGES. 

.... NORMAL TRAINING. 

.... COMMERCIAL SUBJECTS. 

.... INDUSTRIAL SUBJECTS. 

.... MUSIC AND ART. 


(4) 


INTRODUCTION. 





HIS course of study for the high schools of Kansas has 
been prepared in accordance with section 6, chapter 296 
of the Laws of 1915, which provides that “the State Board of 
Education shall prescribe courses of study for the public 
schools of the state, including the common or district schools, 
the graded schools, and the high schools . . . and they 
shall revise the several courses of study when in their judg- 
ment such revision is desirable.”’ 

The last edition of the state high-school course of study, 
printed in 1914, was a reprint, with minor changes, of the 
course published in 1912. During the past five years the rapid 
development of high schools has continued, and in consequence 
of legislative acts of 1915 and 1917, making free high-school 
privileges accessible to every eligible pupil in the state, a still 
greater growth in the high schools is anticipated. With the 
organization of rural high schools and with the development 
of normal training and industrial courses, a greater variety 
has been introduced into the high-school system of the state; 
and this requires a somewhat elaborate course of study which 
must be consistent and at the same time sufficiently flexible 
to be adapted to the conditions and needs of many diverse 
communities. 

Not only has there been an increase in the number of high 
schools and in the number of pupils in attendance, but the 
standards of work have been materially improved. This is 
due in part to the natural progress favored by the local com- 
munity, in part to a change in the qualifications required for 
high-school teaching, and in part to improved facilities for 
high-school supervision. The local support of high schools 
is more and more generous and their administration more in- 
telligent and effective. The certificate law of 1915 requires 
teachers in accredited high schools to hold certificates for 
high-school teaching, granted by the State Board of Educa- 
tion or by one of the Kansas State Normal Schools. The re- 
sponsibility for fixing standards of excellence in schools of 
every grade now belongs to the State Board of Education, 


- (5) 


6 Course of Study for High Schools. 


which also has authority to accredit schools in which the speci- 
fied standards are maintained. The high-school supervisors 
have been able to give valuable advice and assistance in their 
visitation, which has been made with the purpose always in 
mind of codperating in every possible way with local ad- 
ministrative boards, and with ‘superintendents, principals, and 
teachers. 

The State Department of Education is prepared to offer 
advice and assistance in the adaptation of the general course 
of study to local conditions, and the high-school supervisors 
will gladly give their personal attention to the limit of their 
time and ability. 

One of the requirements for an accredited or an Sopraren 
high school is the use of a course of study approved by the 
State Board of Education; and hence the publication of the 
accompanying course is a matter of more than ordinary in- 
terest and importance. It is not the intention of the state 
board, however, to restrict the originality or initiative of su- 
perintendents, principals, or teachers. Reports of new and 
improved methods found to be successful by individual teach- 
ers and in individual schools are invited; and this publication 
itself has received valuable contributions from groups of 
teachers and persons who have cooperated in its preparation. 
Acknowledgment is hereby made of the assistance thus ren- 
dered. | 

A limited edition of the entire course of study will be bound 
in a single pamphlet for the convenience of superintendents, 
principals, and others who may require it; and in addition to 
this the portions relating to the different groups of subjects 
will be bound separately so as to facilitate economical dis- 
tribution to the teachers directly interested in any particular 
group or subject. W. D. ROSS, 7 

State Superintendent of Public Instruction. 

TOPEKA, KAN., August 1, 1917. 


Course of Study for High Schools, 


SYNOPSIS. 


The high-school course of study is arranged so as to provide for four 
years of work following the completion of the elementary courses pre- 
pared for the nine grades in rural schools and for the eight grades in 
graded schools. In order that the transition from the elementary schools 
to the high schools may be made without unnecessary difficulty it is ex- 
ceedingly desirable that teachers in the elementary schools should be in- 
formed concerning the nature of the work to be undertaken by pupils 
who enter the high school, and that high-school teachers should be in- 
formed concerning the course completed in the elementary schools. A 
better understanding and a more complete codperation between the two 
groups of teachers would be of great benefit to teachers and pupils alike. 


AMOUNT OF WORK REQUIRED. 


The minimum amount of work required for graduation from a 
standard four-year high-school course is represented by fifteen units of 
credit, which should be obtained by regular school work done under 
regularly employed teachers; and this should be exclusive of all work 
done for “outside credits.” 

The normal amount of work to be carried in any year or semester is 
‘four full-time subjects having five recitations each per week. More 
than this should be discouraged, and only students of very exceptional 
ability should be permitted under any circumstances to carry five full- 
_ time subjects, and this should be the maximum. 


MEANING OF UNIT. 


A unit is understood to mean the credit given for the satisfactory 
completion of the study of any subject requiring preparation outside 
of the recitation, with five recitations a week for a full school year of 
not less than thirty-six weeks, and with recitation periods at least forty 
minutes in length, exclusive of all time occupied in the passing of 
classes or of teachers. . 

In the case of scientific branches requiring laboratory practice there 
should be not less than two double periods of laboratory practice each 
‘week. 

In penmanship, typewriting, manual training, sewing, cooking, draw- 
ing, music, and other subjects not requiring previous study in prepara- 
tion for a recitation, a unit of credit requires a course of daily exercises 
with double, or eighty-minute, periods extending through an academic 
year. Half units of credit should be given only in subjects which are 
completed in one term or semester; and no credit in units should be al- 
lowed for one-half year’s study of any subject which requires an entire 
year for its completion. 


(7) 


8 B Course of Study for High Schools. 


REQUIRED SUBJECTS. 


Of the fifteen units necessary for graduation seven units are required, 
as follows: 


English?) oie nes ce one 3 units. 
Mathematics. 225s Sinke oho oe eo ee een 2 units. 
Including elementary algebra and plane geometry. 
Science... 53:23 cas ea as Pee 1 unit. 
Exclusive of physical geography and elementary general science. 
History. cco Sekt 7s Ree Bre ee eee Lame 


These subjects are fundamentally important and afford an introduc- 
tion to the great departments of human knowledge, with the elements of 
which every person who proceeds with formal education to the completion 
of the high-school course should have some acquaintance. 


ELECTIVE SUBJECTS. 


In order to avoid a scattering of effort and to secure the advantage 
of working in accordance with a well-ordered plan, it is recommended that 
each student should select his elective subjects so as to secure three units 
of credit in at least one subject besides English and two units in some 
additional subject. This will prevent the choice of electives in a hap- 
hazard way and will provide for a certain minimum amount of contin- 
uous work in definite lines, while at the same time sufficient freedom of 
choice is allowed to satisfy individual preference. 


FOREIGN LANGUAGE. 


In addition to the seven prescribed units, it is proper that an addi- 
tional requirement of two or three units in some foreign language should 
be made for those whose purpose it may be to prepare for admission to 
a college or university; and under ordinary circumstances students who 
do not plan definitely to go beyond the high school may properly be ad- 
vised and urged to undertake the study of the elements of some language 
besides their own. The value of such study from every point of view is 
so obvious that principals and teachers are justified in assuming the re- 
sponsibility of directing the choice of electives so that every student may 
receive the benefit of this language training, unless there are decided 
and apparent reasons why such a course would be unprofitable. 


PREPARATION FOR COLLEGE. 


Fifteen units of credit is the amount required for admission to the 
colleges of Kansas, both state institutions and others; it is the amount 
generally required throughout the country. In this course of study 
seven of the fifteen units are prescribed. The others should be chosen so 
as to make the best preparation for the kind of work that the student 
proposes to take up on his admission to college. It is recommended that 
principals and teachers urge upon students the desirability of deciding 
early in the high-school course upon the career to be followed and the 
college to be entered. The student should then get into communication 
with the college and ascertain the requirements or the work recommended 
for admission to the school or department which he expects to enter. 


Part I.—Synopsis. | 9 


Two or three years of foreign-language study should be taken by 
students who expect to enter colleges of liberal arts; and three years of 
mathematics by students who intend to take courses in engineering. 


PREVOCATIONAL TRAINING. 


In a similar manner the principal and teachers should offer all the 
assistance possible in the way of vocational guidance to those students 
who may need such assistance, the object being not only to assist the 
pupil in deciding upon his future occupation, but to enable him to plan 
his high-school course so as to receive the greatest possible practical bene- 
fit from it. Thus, not only those who are preparing for college, but each 
member of the school, will receive help, direction and encouragement 
during the whole course of high-school training; and with such advice 
and assistance his efforts should be directed more and more toward defi- 
nite objects and pursuits. 


SUBJECTS ARRANGED BY GROUPS. 


1. ENGLISH. 6. NORMAL TRAINING. 
Composition. Psychology. ; 
Literature. Methods. 

Management. 

2. ena Reviews. 

Geometry. 7. COMMERCIAL SUBJECTS. 
Trigonometry. Commercial Arithmetic. 

3. HISTORY AND SOCIAL SCIENCE. Paanmichis GocEraphy, 
Ancient History. Bookkeeping 
Medieval History. Typewriting. 

Modern History. Shephard 


English History. 
American History. 


Commercial Correspondence. 
Commercial Law. 


Civics. 
Citizenship. 8. INDUSTRIAL SUBJECTS. 
Economics. Woodworking. 
? Iron work. 

4. SCIENCE. ; Mechanical Drawing. 
Elementary. Science. Sewing. 
Physical Geography. Cooking. 
Agriculture. Printing. 
Physiology. Bookbinding. 
Botany. 
Zodlogy. 9. Music AND ART. 
Chemistry. Chorus and Rudiments of 
Physics. Music. 


or 


FOREIGN LANGUAGES. 


Orchestra and Glee Club. 
Music Appreciation. 


Latin. Theory and Harmony. 
French. Vocal and Instrumental 
German. Music. 


Spanish. 


Drawing and design. 


10 Course of Study for High Schools. 
SUBJECTS ARRANGED BY YEARS. 


The following arrangement of subjects by years is presented for the 
purpose of showing the logical sequence of studies and to encourage a 
reasonable degree of uniformity in the high schools throughout the state. 
It should not be assumed that all of the branches must be taught in 
every school, nor that all subjects here listed are equally suitable for all — 
schools. On the contrary, each school should select such subjects and 
only so many as it has facilities and teachers for handling properly. This 
selection having been submitted to and approved by the State Board of 
Education, will constitute the course of study of the individual school. 

Numbers in parentheses indicate the consecutive terms of study. 


GENERAL COURSE OF STUDY. 
First YEAR. 


FIRST TERM. 
Required: 
English (1). 
Algebra (1). 
Elective: 
Elementary General Science. 
Ancient History (1). 
Latin (1). 
Music (1). 
Drawing and Design (1). 
Mechanical Drawmg (1). 
Woodworking (1). 
Domestic. Art (1). 
Domestic Science (1). 
Commercial Arithmetic (1). 
Penmanship (1). 


FIRST TERM. 
Required: 
English (8). 
Geometry (1). 
Elective: — 
Agriculture (1). 


Medieval and Modern History 


(1). 
Latin (8). 
French (1). 
German (1). 
Spanish (1). 
Music (3). 
Drawing and Design (8). 
Mechanical Drawing (8). 
Woodworking (3). 
Domestic Art (3). 
Domestic Science (3). 
Bookkeeping (1). 


Any elective offered in preceding 


year. 


SECOND YEAR. 


SECOND TERM. 


Required: 


English (2). 
Algebra (2). 


Elective: 


Physical Geography. 
Ancient History (2). — 
Latin (2). 

Music (2). 

Drawing and Design (2). 
Mechanical ‘Drawing (2). 
Woodworking (2). 
Domestic Art (2). 
Domestic Science (2). 
Commercial Geography. 
Penmanship (2). 


SECOND TERM. 


Required: 


English (4). 
Geometry (2). 


Elective: 


Agriculture (2). 

ee and Modern History 
(2). 

Latin (4). 

French (2). 

German (2). 

Spanish (2). 

Music (4). 

Drawing and Design (4). 

Mechanical Drawing (4). 

Woodworking (4). 

Domestic Art (4). 

Domestic Science (4). 

Bookkeeping (2). 

Any elective offered in preceding 
year. 


Elective: 


Part I.—Synopsis. EL 


THIRD YEAR. 


FIRST TERM. 


_ Required: 


English (5). 


Algebra (8). 
Chemistry (1). 
Botany (1). 

Zoology (1). 
Physiology. 

English History (1). 
Civics (1). 

Latin (5). 

French (3). 

German (3). 

Forging (1). 

Domestic Science (1). 
Stenography (1). 
Typewriting (1). 

Any elective offered in preceding 

year. 


SECOND TERM. 


Required: 


English (6). 


Elective: 


Solid Geometry. 

Chemistry (2). 

Botany (2). 

Zoology (2). 

Psychology. 

English History (2). 

Civics (2). 

Latin (6). 

French (4). 

German (4). 

Forging (2). 

Domestic Science (2). 

Stenography (2). 

Typewriting (2). 

Any elective offered in preceding 
year. 


FOURTH YEAR. 


FIRST TERM. SECOND TERM. 


Required: 
History, if not taken before. 
Science, if not taken before. 


Required: 
History, if not taken before. 
Science, if not taken before. 


Elective: Elective: 
English (7). English (8). 
College Algebra. Trigonometry. 


Physics (1). 

American History (1). 

Latin (7). 

French (5). 

German (5). 

Economics. 

Domestic Science (3). 

Methods and Management. 

Review of Common Branches. 

Any elective offered in preceding 
year. 


Physics (2). 

American History (2). 

Latin (8). 

French (6). 

German (6). 

Commercial Law. 

Domestic Science (4). 

Review of Arithmetic. 

Review of Common Branches. 

Any elective offered in preceding 
year. 


NORMAL TRAINING. 


All students taking the normal training course are required to pre- 
sent for graduation the following credits: English, three units; algebra, 
one unit; geometry, one unit; agriculture, one unit; civics, one unit; 
physiology, one-half unit; psychology, one-half unit; physics, one unit; 
American history, one unit; methods and management, one-half unit; 
arithmetic (review), one-half unit; review of geography, reading, and 
- grammar (twelve weeks devoted to each subject), one unit. 

Candidates for state normal training certificates completing their high- 
school course in 1919-’20 will be required to present one unit of credit 
in agriculture, and one unit of credit in civics. It is therefore recom- 
mended that a unit of agriculture be offered in the sophomore year, and 
that sophomores in 1917-’18 who expect to become normal training stu- 
dents be advised to take a year of agriculture beginning with 1918-719, 


12 Course of Study for High Schools. 


this should be required. It is also recommended that a unit of civics 
be offered in 1917-’18, and that juniors in the normal training course be 
advised to take a full year of civics; beginning with 1918-19 this 
should be required. 

The courses in Methods, Management, and Reviews of Arithmetic, 
Geography, Reading and Grammar, should be limited to normal-training 
students only, since these subjects have special reference to preparation 
for teaching. 


PREPARATION FOR COLLEGE. 


Students preparing for college should shape their courses to meet the 
requirements of the colleges or departments which they desire to enter. 
Two or three years of foreign language should be taken by students who © 
expect to enter colleges of liberal arts; and three years of mathematics 
by students who intend to take courses in engineering. 


TWO-TEACHER COURSE. 


It is difficult to arrange a four-year course of study that can be 
handled by two teachers. Such a course can, of necessity, offer no elect- 
ive subjects and must be made up chiefly of academic subjects which 
require only the forty-minute recitation period. It is only by providing 
for a definite plan for the alternation of subjects that it is possible for 
two persons to teach the number of classes needed for fifteen or sixteen 
units of credit. 

The following arrangement is suggested: 


FIRST YEAR. 


English (1). English (2). 
Algebra (1). Algebra (2). 
Elementary Science. Physical Geography. 
(a) Commercial Arithmetic. Commercial Geography. 
SECOND YEAR. 
English (38). English (4). 
Geometry (1). Geometry. (2). 
(b) Ancient History (1). Ancient History (2). 
Agriculture (1). Agriculture (2). 
. THIRD YEAR. 
(c) English (5). English (6). 
(e) Med. and Mod. History (1). Med. and Mod. History (2). 
(1). Civies (2). 
(g) Civies (1). Language (2). 


Language (1). 


: FOURTH YEAR. 
(d) English (7). English (8). 


(f) American History (1). American History (2). 
(h) Physics (1). Physics (2). 
Language (38). Language (4). 


Other subjects may be preferred instead of some that are indicated, 
and may be equally good to offer. The important thing is that some 
definite course be offered and a definite plan of alternations followed. In 
the above course the subjects preceded by the letters (a), (6), (c), ete., 


Part I.—Synopsis. 13 


_ are subject to alternation and should be permanently so arranged as long — 
as the course continues. 

The plan of alternation is (a) with (b), (c) with (d), (e) with (f), 
(g) with (h). The first-year class should be combined with no class but 
the second year and only in one subject; the second-year class with the 
first year and in one subject only. The third- and fourth-year classes 
are combined in three subjects. 

By alternating third- and fourth-year English, four years of English 
may be given with only three English classes each year. The fourth- 
year English course intended to alternate with third-year English is 
course A. (See Part II, English Course.) 

Either Latin or a modern language may be offered. Language may 
be introduced earlier in the course than above suggested, but not more — 
than three years of foreign language should be offered in two-teacher 
schools. 

THREE-TEACHER COURSE. 


Where it is at all feasible there should be at least three teachers in 
the high school. This makes possible a much better course of study, one 
that offers some choice of subjects for study. By alternating as in the 
two-teacher course it is possible to offer twenty or twenty-one units of 
work. With three alternations this means seventeen or eighteen classes 
each year if all electives are chosen. 

The following arrangement is suggestive for three-teacher schools: 


FIRST YEAR. 


FIRST TERM. SECOND TERM. 

Required: Required: 

English (1). - English (2). 

Algebra (1). Algebra (2). 
Elective: Elective: 

Elementary General Science. Physical Geography. 

Ancient History (1). Ancient History (2).. 

Latin (1). Latin (2). 

SECOND YEAR. 
FIRST TERM. SECOND TERM. 

Required: Required: 

English (3). English (4). 

Geometry (1). ‘ Geometry (2). 
Elective: Elective: 

Ancient History (1). Ancient History (2). 

Agriculture (1). Agriculture (2). 

Latin (8). Latin (4). 

Domestic Science or Art (1). Domestic Science or Art (2). 

Manual Training (1). Manual Training (2). 

Any elective offered in the pre- Any elective offered in the pre- 


ceding year. ceding year. 


14 Course of Study for High Schools. 


THIRD YEAR. 


FIRST TERM. . SECOND TERM. 
Required: Required: 
(a) English. (5). (a) English (6). 
Elective: Elective: 
(c) Civics (1). (c) Civies (2). 
(e) Medizval and Modern History (e) Ne and Modern History 
(1). 
Latin (5). rae (6). 
Physiology. Psychology. 
Any elective offered in the pre- Any elective offered in the pre- 
ceding year. ceding’ year. 
 FourtH YEAr. 
FIRST TERM. SECOND TERM. 
Required: Required: 
(b) English (7). (b) English (8). 
Elective: Elective: 
(f) American History (1). (f) American History (2). 
(d) Physies (1). (d) Physics (2). 
Economics. Commercial Law. 
Latin (7). Latin (8). 


This arrangement permits the pupil to begin Latin in the first or 
the second year; or he may choose a couz-e with no foreign language. 

If a fourth teacher should be employed, the normal-training course 
could be installed and the school could perhaps meet the requirements for 
state aid in normal and industrial training. 

Subjects preceded by the letters (a), (b), (c), etc., are subject to 
alternation by years as follows: 

(a) with (b), 
(c) with (d), 
(e) with (f). 

If (a), toys (e) are given one year, then the following year (b), (d), 
(f) should be offered. 

Some schools may not be prepared to offer manual training or do- 
mestic science. In that case some other second-year subjects may be 
offered in their places. It may be that the patrons will prefer other sub- 
jects than some of those suggested in the preceding course, and it may 
be just as well to offer others. The important thing is that there should 
be some definite course of study and some consistent plan followed from 
year to year. Such a course of study as would suit local conditions and 
conform to the foregoing plan should be worked out and submitted to the 
State Board of Education for approval. Having been approved, it 
should be followed without frequent changes. Teachers should be em- 
ployed with reference to their ability to teach certain subjects in the 
course of study. 

It is, of course, understood that the course should contain only such 
subjects as the school is adequately equipped to offer. 


THE RURAL HIGH SCHOOL. 


The legislature of 1915 made possible the organization of rural high- 
school districts. This brings high-school training within reach of many 
boys and girls who otherwise would not get it, or would be compelled to 


Part I.—Synopsis. 15 


leave home at an early age in order to get it. The demand has come 
from some of the newly organized rural high schools for a highly special- 
ized course of study—one that will afford a larger amount of practical 
training. The following is a suggestive course for such schools, which 
may be adopted if desired: 

The subjects indicated alternate by years. 

(a) with (b), 
(c) with (d), 
(e) with (f), 
(g) with (h). 

In one year (a), (c), (e), (g) may be offered; the following year (b), 
(d), (f), (h). This provides twenty-one subjects each year for four 
teachers; if more than four teachers are employed, the alternations can 
be abandoned and all subjects offered each year. In any course of study 
involving alternations, a record should be kept of subjects given each year. 

FIRST YEAR. 
English. 
Arithmetic. (Farm Accounting and Commercial Usage.) 
Elementary Science; Physical Geography. (Special 
reference to rural conditions.) 


Shop Work and Mechanical Drawing. (Boys.) 
Cooking and Home Management. (Girls.) 


SECOND YEAR. 
Required: 
English. 
Algebra. 
Elective: 
Agriculture, First year. (Boys.) 
Sewing, First year. (Girls. 
Shop Work and Farm oe (Boys.) 
(a) Ancient History. 


THIRD YEAR. 
Required: 
(e) English. 
Geometry. 
Elective: 
Agriculture, Second year. (Boys.) 
Sewing, Second year. (Girls.) 
(c). Civics. 
(g) Physiology; Psychology. 
(b) Medizwval and Modern History. 
Language. 
FOURTH YEAR, 
Elective: 
(f) English. 
(d) American History. 
Physics. 
Agriculture, Third year. (Boys.) 
(h) Economics; Commercial Law. 
Language. 


At least four teachers would be required for this course; a less num- 
ber can not handle it and meet the standards for accredited schools. 
The teachers who teach agriculture and sewing and cooking should be 
especially prepared for this work, since it is expected that at least two 


16 Course of Study for High Schools. 


full years of each will be given—a situation which demands ability to 
organize advanced courses. This is true also in the case of the teacher 
who conducts the course in arithmetic—farm accounts and commercial 
usage—since it should apply to the calculations and business transactions 
of the agriculturist. The shop work and mechanical drawing should be 
related directly to the upkeep of the home and farm. 

If a rural high-school district can not immediately employ four 
teachers and yet desires to establish this type of course, the first year of 
the course may be offered or the first and second years with two teachers; 
or the first three years with three teachers until the fourth teacher can 
be provided. 

If the district does not intend to employ more than three teachers 
and yet desires to offer one year of manual training and domestic art 
and science, the following type of course is suggested: 


FIRST YEAR. 
English. 
Algebra. 
Elementary Science; Physical Geography. 
Domestic Science and Art. 
Manual Training. 
SECOND YEAR. 
English. 
Geometry. 
(a) Ancient History. 
Agriculture. 
Commercial Arithmetic; Bookkeeping. 
THIRD YEAR. 
(c) English. 
(b) Medizval and Modern History. 
Physiology; Psychology. 
(e) Civies. 
Language. 
FOURTH YEAR. 
-(f) American History. 
Physics. 
Economics; Connie Law. 
Language. 
(d) English. 
In this course the subjects indicated are to be alternated by years: 


(a) with (0), 
(c) with (d), 
(e) with (f). 


That is, in one year subjects (a), (c), (e) will be taught; the follow- 
ing year (b), (d), (f) will be taught. This plan of alternation should be 
permanent and should not be disarranged for temporary consideration. 

If the rural high school employs but two teachers and expects to offer 
four years of work meeting accredited standards, such subjects as 
manual training, domestic art and science, and advanced agriculture can 
not be offered. A regular four-year academic course as hereinbefore 
suggested for two-teacher schools should be adopted. 


CA 


STATE OF KANSARivensiry ge res rimey, 
DEPARTMENT OF EDUCATION. LINOIS Uppiny 


} 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


1917 


PART II.—ENGLISH 


KANSAS STATE PRINTING PLANT. 
W. R. SmitH, State Printer. 
TOPEKA. 1017: 

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STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan 


THOos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 


H. W. SHIDELER, 
Superintendent of City Schools, Girard. 


1m 


L. D. WHITTEMORE, Secretary, 
Topeka. 


(3) 


eo Tulyrq dict 4 


CONTENTS. 





SYNOPSIS. 

ENGLISH. 

MATHEMATICS. 

HISTORY AND SOCIAL SCIENCE. 
SCIENCE. 

FOREIGN LANGUAGES. 
NORMAL TRAINING. 
COMMERCIAL SUBJECTS. 
INDUSTRIAL SUBJECTS. 

MUSIC AND ART. 


(4) 


Course of Study for High Schools, 


ENGLISH. 


The course in English is outlined under the following general an 
I. Aims of the English course. 
II. The course outlined by years. 
III. Suggestions to teachers. 
IV. Bibliography of teachers’ helps. 
V. List of books referred to or recommended for the high-school 
. English library. 
VI. List of publishers, together orien abbreviations used in referring 
to the same. 


} 


1. AIMS OF THE ENGLISH COURSE. 


The teacher of English should have clearly in mind the objects to be 
attained through the course in English. These are: 


A. To effect the largest possible improvement in the spoken and written 
English of the pupils. The high- school student should acquire 
the ability to express himself in clear and idiomatic English. He 
should learn to enunciate distinctly, to pronounce correctly, and 
to speak with clearness and force. He should learn to write 
legibly, to spell correctly the words of his vocabulary, to use 
properly the common punctuation marks, to construct a para- 
graph, to write a letter that is direct, concise and courteous, and 
to outline and write a theme or paper dealing with some topic 
with which he is familiar and with due regard to unity and order. 

B.. To lead pupils to read with understanding and growing apprecia- 
tion some of the good things in English and American literature, 
to develop some familiarity with writers, past and present, and 
to create a desire to read books and periodicals of the better kind. 

C. To lead pupils to higher ideals of life and conduct by arousing in 
hem an admiration for worthy characters and noble deeds por- 
trayed in literature. 


It must be confessed that in the past the results realized in the teach- 
ing of English have not been altogether satisfactory either to the public 
er to the teachers themselves. The complaint is frequently made that 
high-school graduates can not read intelligibly; that in their speech their 
enunciation is poor and their English ungrammatical and full of vulgar- 
isms and slang; that their handwriting is illegible and careless; and that 
they are woefully lacking in the ability to spell, to capitalize, to use the 
simpler punctuation marks, and to paragraph. 

These criticisms are not without justification. But it is not so gen- 
erally recognized as it should be that of all teachers the English teachers’ 
‘task is the most difficult. There are many conditions that contribute to 
bring about the results of which complaint is made. 

OUTSIDE INFLUENCES. It is well known that many children come from 
homes in which the prevailing standards of spoken English are de- 
plorably low. On the child’s admission to school at the age of six the 
home influences have had six years the start of those that are to become 


(5) 


6 Course of Study for High Schools. 


operative in the school. These six impressionable years have resulted 
in the formation of habits that it will require the most persistent effort 
to overcome. Furthermore, the child spends in school only a very small 
part of his time. A student on entering high school at the normal age 
of fourteen has spent in school only 7200 hours out of a total of over 
131,000. It is little wonder, then, that many a student comes with 
habits of speech that it will be very difficult to break up during his four 
years in high school; nor, when one considers the kind of reading that 
all too frequently comes into his hands in the guise of “juvenile litera- 
ture” and through the medium of cheap periodicals offered in tempting 
colors and luring pictures, is it strange that he is illy prepared to ap- 
preciate the best in literature. 

The recognition of these conditions, however, in no wise justifies the 
teacher in excusing unsatisfactory results. Nor should there be dis- 
couragement. On the contrary, there should be a greater effort to coun- 


teract these adverse influences and to translate into the practice of pupils 
the standards set. 


LACK OF COOPERATION. Not only is the work in English hampered by 
the comparatively small amount of time spent in school, but even during 
this time the forces of the school are not well coérdinated. Seldom does 
the teacher of any grade know what is accomplished or attempted in the 
grade above or below. The high-school teacher knows little of what is 
done in the elementary grades. And in the high school itself there is too 
often entire lack of codperation among the various departments. The 
teacher of science, of mathematics or of history pays little attention to 
the pupils’ English. 

All this should be otherwise. The work in English should be system- 
atized and unified from the first grade up. The teacher of any grade 
should know what has been done in the preceding grades. And in the 
high school every teacher should be a teacher of English, and every class 
exercise in which pupils express themselves either orally or in writing 
should be an exercise in English composition and should be so regarded 
by both teachers and pupils. Slovenly habits of expression should not be 
tolerated; and every demonstration in mathematics, every discussion in 
history or science, every translation from a foreign language should 
aoe the pupil to say what he has to say distinctly, clearly and effect- 
ively. . 

Furthermore, if the English teacher does his best to train the pupils, 
while the other teachers in the school are willing to,accept as satisfactory 
the language of pupils who ignore all standards set by the English de- © 
partment, the training of the majority will overwhelm that of the 
minority, and there is grave danger that the pupil may come to feel that 
the teacher of English is finicky and overparticular and that his instruc- 
tions may well be disregarded except in his own classes. 

As before, it should be pointed out that lack of codperation is not to 
be offered as justification for failure to produce results. The teacher 
should frankly recognize the conditions and seek to correct them. To be 
sure the correction is a matter of administration in the hands of the su- 
perintendent or principal, or both, but every influence should be used to 
bring about a regulation that will make the acceptability of work done in 
science, history, mathematics, etc., depend in part upon the kind of oral 
and written English used. In addition the English teacher can accom- 
plish a good deal in securing codperation, by using as the basis of a part 
of the oral work the reports made in other departments of the school. 


DEMANDS ON THE TEACHER. It is generally conceded that efficiency 
demands that no teacher of English should have more than five classes or 
more than 100 pupils, and yet many teachers have six classes and often 
study-room supervision or other duties in addition, and frequently the 
teacher has 150, or even more, students. 


Part II.—English. 7 


It is likewise essential that the teacher should have an open period in 
which to confer with pupils regarding their outside reading and the 
preparation or correction of themes. It is only through this close per- 
sonal contact that the best results can be effected. Here again is a ques- 
tion of administration, but school authorities should make every effort to 
bring about improvement along this line. 


LACK OF MOTIVATION. Much of our English teaching suffers from lack 
of incentive to make the pupil do his best. To quote the New Jersey ° 
Bulletin on the Teaching of High School English, “Too frequently a 
school composition is a one-sided, unnatural effort to say something for 
no immediate purpose other than to satisfy a critical teacher, who has 
only a simulated interest in the matter presented. The appeal of a more 
remote motive—the desire to be well prepared for the demands which life 
may make five or ten years hence—is still more faintly operative with 
the average high-school pupil. The most powerful stimulus to either oral 
or written composition is some immediate motive associated with the ex- 
pression itself, e. g., the desire to tell some personal experience which an 
audience will like to hear, or to present an argument which will win over 
others to one’s own point of view, or to write that which will be of im- 
mediate use to somebody.” 

It should be a very important part of the teacher’s effort to motivate 
the work; to try to create situations in which the pupil will want to 
express himself; to get away from the formal and mechanical atmosphere 
that has so often characterized the work in the past. Many a student is 
deterred from doing his best by the fear that his fellows may think that 
he is pedantic and is “trying to put on airs.” The teacher should seek 
to create the class-room atmosphere that will encourage the student to 
dare to do his best. 


Too MucH TEXTBOOK. Satisfactory results in English have been made 
more difficult of attainment by too much attention to the textbook. It 
should be recognized that the mere study of a text, however good, will 
not develop ability in spoken or written English nor will it create a love 
for literature. It has come to be generally recognized that the study of 
technical grammar or of rhetoric, as an abstract subject, has little effect 
upon the student’s habits of speaking or writing. To improve in oral and 
written English the student must have continuous practice in the use 
of oral and written English. The textbook should be used chiefly for 
reference. It is the source to which to refer pupils for further informa- 
tion regarding points already discussed in class. To quote the Chicago 
Course of Study in Composition, “‘The class work for the entire course 
should be centered on preparing, discussing, and revising themes, both 
oral and written. All other recitations and formal exercises should be 
subsidiary.” 

In literature, too, the textbook on the history of literature should 
be used mainly for purposes of reference. To commit to memory a large 
number of dates and facts about authors and their productions is not 
to study literature. The primary test of success in teaching literature is 
not how much the student knows at the end of the course, although that 
is important, but how well he understands what he has read, how well he 
has liked it, and how strong a desire he has to read more of the same 
kind. “If pupils leave school without having formed a taste for good 
reading, the literature work has been practically a failure, no matter 
how good an examination the pupils may be able to pass.” “The real 
test of a student’s grasp of Evangeline is not whether he can give the. 
exact date of the deportation of the Acadians, but whether his eyes 
grow moist at the death of Gabriel.” 


MISTAKEN AIMS. Another factor that has operated to prevent the 
realization of the expressed aims of the English course is the failure 
of some teachers to realize that high-school boys and girls are children, 
with the capacities and the interests of children, and not advanced col- 


8 Conurse: 6h \Studiperor tig cheno: 


lege students doing seminar work. Hitch your wagon to a star is an 
excellent motto, but he who is ambitious to.arrive will wisely depend upon 
some motive power nearer at hand. Teachers have talked learnedly of 
type forms, of the essential elements of the short story, of the origin and 
development of the drama, of the various types of versification, of in- 
tensive studies, and so on interminably, and students have failed to re- 
spond with interest and have gone forth from school with a resolution 
to have nothing to do with literature. 

It should be recognized that it is not the purpose of English courses 
to develop literary critics. In general, intensive studies of literary mas- 
terpieces are out of place in the high school. The principal purpose of 
the courses in literature is to develop a liking for writings of real merit. 
All of the prescribed reading of high-school students should be of this 
kind. And it would seem to be the logical plan to begin with that which 
most appeals to the student and to lead gradually to the higher forms of 
literature and those more difficult of appreciation. But fo get the student 
to reading something entirely beyond him, or to go into too great detail / 
in the study of any given selection is to defeat the end sought. “It should 
be borne in mind that in teaching the literature side of English the great 
purpose should be to develop a taste for good literature. Some knowledge 
of the history of literature is well, but that is a matter of secondary im- 
portance. It is worse than idle to have pupils read that which they do, not 
like, and which they can not be brought to like.” 

In composition it not infrequently happens that too much time is spent 
upon the niceties of expression rather than the fundamentals. Too much 
time is given to the study.of the forms of discourse, figures of, speech 
and the niceties of diction, while the more fundamental matters of un- 
grammatical expressions, slang, barbarisms, and failure to spell, capital- 
ize or punctuate are neglected. The occasional talented student who is- 
able to accomplish more than is included within the general aims of the 
course should by all means be encouraged to do so and given every pos- 
sible assistance, but the aims should remain those that are within the 
attainment of the ordinary student. 

Investigations have shown that the errors made by pupils in oral and 
written English may be classified under a comparatively few type forms, 
such as double negative, confusion of past and present tenses, of preposi- 
tion and conjunction, etc. To combat these errors vigorously and persist- 
ently should be a very important part of the work in composition courses. 
If for eight or ten years before entering high school a pupil has been in 
the habit of saying you was, I seen, between you and I, he told we girls, 
us boys did thus and so, he don’t, can for may, them books, those kind; 
and of writing seperate, alright, labratory, discribe, writting, grammer, 
had ought, ought of, etc., the teacher has ahead of him the struggle of 
his life to break up those habits. To eliminate such mistakes it is neces- 
sary to substitute and through practice make habitual the use of the cor- 
rect form or expression. Mere knowledge of what is right and what is 
wrong will not suffice. Formation of habit is necessary; hence the 
work of the composition courses is more a matter of doing than of learn- 
ing. Much oral and written work must be done. Incidentally there 
should be references to and study of some good handbook and of text- 
books on composition to enable the student the better to correct his own 
errors. 


II. THE COURSE OUTLINED BY YEARS. 


It will be observed that in the outlines for first-, second-, and third- 
year English, one term of each year has been given to composition and 
one term to literature. This plan is felt to have several advantages over 
the old plan of giving three days a week to literature and two days to 
composition. 


Part I1.—English. Ges 9 


A. It gives to composition its due proportion of time, it being recognized 


that the ability to use spoken and written English with correct- 
ness and facility is equal in importance to the ability to under- 
stand and appreciate the best in literature. 


B. It makes for continuity of work in both literature and composition. 
When the class has become interested in reading some book, it is 
often disastrous to interest to leave off reading in order to take 
up the composition work as was necessary under the old plan. It 
interfered equally with the securing of results in composition to 
break off this work every few days in order to take up the study 
of literature. Continuous work in each of these subjects is now 
provided for. 


C. It makes it possible to give separate grades on composition and litera- 
ture and obviates the necessity of requiring a pupil who has done 
good work in one to repeat this work because of poor work in the 
other, or of promoting because of proficiency in one the pupil who 
is not proficient in the other. 

D. It is in line with progressive educational policy and a growing prac- 

. tice in English courses. 


It will be observed that not all literature work is discontinued dur- 
ing the term devoted to composition, nor all composition work during the 
term devoted to literature. The composition course calls for the reading 
during the term of at least three books, to be selected from the list of 
books suggested for collateral reading for that year; the illustrative ma- 
terial of the composition course also offers a considerable amount of real 
literature; and the course in literature requires oral and written reports 
on outside reading as well as other oral and written work. 


FIRST YEAR. 


First Term—CoOMPOSITION. 
Second Term—LiITERATURE. 


It will be seen that the first term of the year is to be devoted to 
composition and the second term to literature. It is felt that the best 
results will be secured if the work is taken in this order. 


First Term—Comoposition. 


The composition work for the term and for other terms is outlined 
under four heads: A. References; B. [Illustrative Material; C. General 
Suggestions; D. Suggested Exercises. — 

The references are to the state text, Canby and Opdycke, and to other 
books. The library should contain copies of all these and they should 
be used freely for reference. Both teacher and pupils should become fa- 
miliar with Woolley’s Handbook, to which reference is frequently made. 

The library should also contain the illustrative material on which to 
base a part of the composition work and to illustrate the principles of 
grammar and composition that are being studied. 

The general suggestions should be read carefully by the teacher. They 
give the point of view and show what is to be stressed during the term. 

The suggested exercises will be found very helpful in indicating to the 
teacher some lines of work to be carried out. 

Study of the outline shows that during this first term ‘in the high 


school there is to be much oral and written work, based chiefly on ex- 


periences in the lives of pupils and on simple reproduction of outside 
reading. Special attention is to be paid to grammar in its application to 
composition. In addition to the work outlined the student should during 
the term read at least three books selected from the list of collateral 
readings given in connection with the literature outline. 


10 


Course of Study for High Schools. 


REFERENCES. 
(All references to Woolley are sections; all others pages. ) 


1. For simple composition work: 


a. Hitchcock’s New Practice Book in English Composition, 6-30. 
b. Clippinger’s Composition and Rhetoric, 1-65. 


2. For work in grammar: 


Woolley’s Handbook of Composition, § 24. 133. 
Buhlig’s Business English, 41-126. 

Hitchcock, 222-308. 

Clippinger, 265-327. 

Miller-Kinkead’s English Lessons, Book II. 
Canby and Opdycke, 565-584. 


3. For punctuation and capitals: 


a. Woolley, § 220-292, and Exercises LXXIV, LXXIX. 
b. Canby and Opdycke, 506-519. 

ce. Hitchcock, 309-349. 

d. Clippinger, 265-284. 


ILUSTRATIVE MATERIAL. 


Baker’s Short Stories and Selections. 

Old Testament Stories. 

Classic Myths (Guerber’s Myths of Greece and Rome). 

Norse Myths (Guerber’s Myths of Northern Lands). 
Sherman’s Book of Short Stories (Henry Holt & Company). 
And Other collections of short stories. 


GENERAL SUGGESTIONS. 


1. Much composition work, both oral and written, should be done. 
The subjects should be drawn principally from experiences in 
the lives of pupils, or simple reproduction work may be done. 
“Attention should be paid to correct sentence form and gram- 
matical usage. The study of grammar should be brought in 
only to help the student to gain these ends. One principle 
should be taken up at a time, and each student should be 
asked to correct his own theme for errors along this particular 
line. Developing self-criticism in the student lessens the labor 
of theme-reading and assures the most rapid improvement. 

2. Some study of formal grammar is necessary in the high school. 


a. The following may well be omitted in this study: 


(1) Memorization of definitions, declensions, and conjugations. 

(2) Parsing. 

(3) Diagraming (except in so far as it may occasionally aid 
in showing the relationship of parts of sentences). 

(4) Gender, number, and case of nouns (except such as will 
aid the pupil in spelling words that he actually uses, 
and in writing the possessive forms). 

(5) All hair-splitting distinctions. 

b. The following should be mastered as to their practical appli- 

cation: 


(1) Subject and predicate of sentences not only for finding 
the subjects and predicates in the sentences of others, 
but also for developing the sentence sense so that 
students will put subjects and predicates in their own 
sentences. 3 

(2) Parts of speech: nouns (common, proper and collective— 
person, number, and case) ; adjectives; adverbs; verbs 
(transitive and intransitive, voice, tense, person, and 
number); prepositions; conjunctions (codrdinate and 
subordinate) ; interjections. 


hoa oe 


Dor whore 


Part II.—English. a. 


C. GENERAL SUGGESTIONS—continued. 


(8) The various uses of the parts of speech in the sentence. 

(4) Adjective, adverb, and noun phrases and clauses. 

(5) Relative clauses (restrictive and nonrestrictive). 

(6) Infinitives, participles, and gerunds. 

(7) Kinds of sentences (simple, compound, and complex— 
declarative, interrogative, exclamatory, and impera- 
tive). 

(8) Rules of syntax, mastered by drill in usage rather than 
by memorizing, in regard to the following: 

(a) Case usage. 

(b) Agreement of pronouns with their antecedents. 

(c) Agreement of verbs with their subjects. 

(d) Distinction between adjectives and adverbs. 

(e) Use of voice and tense in verbs. 

(f) Proper use and arrangement of phrases and clauses. 

(zg) Distinction between the transitive and intransitive 
verbs, lay and lie, set and sit, raise and rise. 

(h) The principal parts of strong or irregular verbs. 
(See Buhlig, 96-108.) 


3. Punctuation should be taken up along with the grammar. study. 
For example, when students are learning about “nouns in 
apposition” or the “case of address,” it is time to teach them 
that each of these should be set off by commas. 


4, The dictionary is a valuable aid to the student. It is the final 
arbiter in matters of pronunciation, spelling, meaning, and 
usage of words. Every student should own and make con- 
stant use of a good dictionary. The following are recom- 
mended as being especially suitable for high-school usage: 


Webster’s College Dictionary................ $3.00 
Webster’s Secondary School Dictionary....... 1.50 


D. SUGGESTED EXERCISES. 


1. When any phase of grammar is taken up, it should be im- 
mediately utilized in composition work. For example, when 
the adjective has been studied the student should be asked to 
write a theme using as many adjectives as he can. He 
should then be required to go over his theme and mark every 
adjective that he has used. Such an exercise is beneficial in 
two ways: the.student has a better consciousness of what ad- 
jectives really are after he has deliberately made use of some 
of them; he also discovers how his style of writing may be 
improved by their use. Of course, subjects should be chosen 
that will permit a varied and extensive use of the part of 
speech or the construction under consideration. Most con- 
structions and principles of syntax can be used in any com- 
position, and the following are merely suggestions: 


For the noun: 


The first day at school. 
At a party in a strange place. 
How got a nickname. 





For the pronoun: 
John and Mary’s garden. 
Father’s treat to sister and me. 
For the adjective: 


My mother’s flower garden. 
A fruit stand. 
Different kinds of customers at a store. 


12 


IP ; 
Course of Study for High Schools. 


D. SUGGESTED EXERCISES—continued. 
For the adverb: 


When I was nearly drowned. 
When our house caught fire. 
The funeral next door. 


For the verb: 


For 


~ 


How Lucy rescued her doll. 

A run-away. 

The kitten treed by a dog. 

the proper use of lay, lie, set, sit, raise, and rise: 
Caring for a sick friend. 

Raising the flag pole. 

Story of a sitting hen. 

“Setting-up” exercises. 


For the use of infinitives: 


My desire to go to college. 
Why I wish to be (farmer, doctor, lawyer, etc.). 





2. The reading of good, simple, modern English prose should ac- 


company the composition and grammar work. For the latter 
the more modern the prose the better, as our language is con- 
stantly changing. The Bible idiom, for example, is very dif- 
ferent from that in use to-day; and the use of Old Testament 
stories in grammar will bring out numerous needless perplexi- 
ties. The modern short story of the simpler type, on the 
other hand, can be used to advantage. Collections of short 
stories are particularly good. When studying any part of 
speech or grammatical construction the class should be asked 
to find examples in a piece of modern prose. . Prose is pre- 
ferable to poetry because it is likely to be simpler and because 
it is more nearly the language of the student. Any live piece 
of literature is more valuable for illustrative work than the 
isolated sentences found in a grammar text, for they lack con- 
tent value and interest. . 


The students’ own themes may be used to advantage for material 


for analysis and for examples. The author knows what he 
meant by his own words, and too frequently the student does 
not know the meaning of the material found in the text book. 
In the latter case the study degenerates into a juggling with 
the mere words. 


3. For oral composition the student should stand and tell to the 


class stories that he has read outside. For this purpose Bible 
stories and myth stories are excellent. In this work students 
should be held responsible for clear enunciation, proper pro- 
nunciation, pleasing and forceful delivery and for good Eng- 
lish. Grammatical errors, slang, barbarisms, and other ob- 
jectionable expressions should be pointed out and corrected 
and the student referred to the handbook or other text for 
further information regarding the point under discussion. 


Students should learn to make clearcut, correct sentences and ° 


not a string of statements introduced by “well” and connected 


by “‘and’s;”?. “ah’s7” or “so0's.” 


Furst Term—Literature. 


In revising the courses in literature the chief object has been to en- 
large the lists both for class use and for collateral reading that a wide 
choice may be open to the teacher as well as to the pupil. One classic 
may be adapted to a particular class more easily than another; every 
instructor of experience finds that he teaches some classics more success- 
fully than others. A long list for outside reading is essential if the 
English teacher is to attain the cherished ideal of leading the pupil to 
want to read, and to read what he should. 


Part Il.—English. 13 


For study in class the books should be from the list for class study. 
The number to be read during the term is not specified because the books 
vary so greatly in length and in difficulty. The teacher should keep 
clearly in mind that the chief aim is to lead pupils to like what is being 
read. No classic should be studied too analytically; there is too much 
danger of creating a distaste for the very books that should be appre- 
ciated. On that ground Ivanhoe should be completed in from fifteen to 
eighteen lessons; Silas Marner in about twelve; Macbeth in from eight 
to ten. 

It is not necessary that the entire book be read in class. Much of it 
should be read outside and discussed in class. If the teacher sees that 
the students have become interested and may safely be depended upon 
to complete the book outside, let some’ other be taken up in class. The 
class should read as many classics as can be read without making the 
reading superficial. At least three books, selected from the list for class 
study, should be read. This selection should be made by the teacher. In 
addition each student should read during the term at least three books 
to be selected by himself from the list for collateral reading. 

The teacher should read carefully the “Aims of the Course” and “Sug- 
gestions to Teachers” in this outline. 


FoR CLASS STUDY: 


Arnold. Sohrab and Rustum. . 

Dickens. Oliver Twist; Tale of Two Cities. 

Eliot. Silas Marner. 

Lowell. Vision of Sir Launfal. 

Scott. Ivanhoe; Lady of the Lake. 

Shakespeare. As You Like It; Merchant of Venice. 
KS Tennyson. Enoch Arden. 


FoR COLLATERAL READING: 


Abbott. Daniel Boone; Davy Crockett; Kit Carson. 
Connor. Glengarry School Days. 

Cooper. Pathfinder. 

Dickens. Great Expectations; Nicholas Nickleby; Old Curiosity 

Shop. 

Dumas. Count of Monte Cristo. 

Guerber. Myths of Greece and Rome; Myths of Northern Lands. 
Kelly. Little Aliens; Little Citizens. 

Kingsley. Westward Ho. 

Kipling. Kim. 

‘Little. Lady of the Decoration. 

Lytton Bulwer. Last Days of Pompeii. 

Parkman. Oregon Trail. 

Repplier. In Our Convent Days. 

Riis. Making of An American. 

Scott. Kenilworth; Rob Roy; Talisman. 
Shakespeare. Taming of the Shrew. 

Spyri. Heidi (Burt’s Translation). 

Stevenson. Kidnapped; Master of Ballantrex. 
Stowe. Uncle Tom’s Cabin. 

Tarbell. Abraham Lincoln. 

Tarkington. Penrod. : 
’ Twain, Mark. Huckleberry Finn; Prince and Pauper; Tom 

Sawyer. 

Washington. Up from Slavery. 

Webster. Daddy Long-Legs. 

Westcott. David Harum. 

“White, S. E. Blazed Trail. 

White, W. A. Court of Boyville. 

Wiggin. Rebecca of Sunnybrook Farm. 

Old Testament Stories. 


14 Course of Study for High Schools. 


SECOND YEAR. 


First Term, LITHRATURE. 
Second Term, COMPOSITION. 


While it is recommended that the first term of this year be devoted to 
literature and the second to composition, this is not an absolute require- 
ment. Local conditions may render it advisable to change the order. It 
is recommended, however, that the order be not changed unless it seems 
necessary. It is suggested that in those schools where the second year 
English class is divided into sections one or more of the sections take 
literature and the remainder composition. This will more clearly equal- 
ize the number of students in literature and composition classes; it will 
also allow students failing in the one or the other to repeat the work the 
second term. 

First Term—Laiterature. 


The teacher should read the introductory matter in the outline for the 
first year as well as Aims of the English Course and Suggestions to 
Teachers. 

Of the books listed for class study as many should be read as is pos- 
sible without making the reading superficial—at least three. The aim 
should be to lead pupils to understand and enjoy what is read and to see 
that an essay is not necessarily dry and uninteresting. 

From the list of collateral reading each student should select and read 
at least three, provided that one of the books read may be selected from 
the collateral reading of the previous year if it is desired and the book 
has not been read before. 

Oral or written reports should be made on the outside reading. Avoid 
long reviews; it is much better to have the student give his honest opin- 
ion backed up by reasons for this opinion. 


For CLASS STUDY: 


Addison. De Coverley Panes 

Bennett. How to Live on Twenty-four Hours a Day. 
Burroughs. Birds and Bees. 

Emerson. Essays— 

Select two from “Gifts”; “Manners”; “Behavior”; and “Self- 
Reliance.” 

Irving. Sketch Book (Stratford-on-Avon and Westminster 

Abbey). 

Lamb. Essays of Elia— 

“Chapter on Ears”; ‘“Christ’s Hospital Five and Thirty 
Years Ago”; “Dissertation on Roast Pig’; ‘‘Poor Rela- 
tions”; ‘Upon the New Year’s Coming of Age.” 

Ruskin, Sesame and Lilies (“Of King’s Treasure’’). 
Stevenson. Inland Voyage. 

Thoreau. Walden. 

Van Dyke. Little Rivers and Other Essays. 


For COLLATERAL READING: 


Barrie. A Window in Thrums. 

Burroughs. Locusts and Wild Honey; Wake Robin. 
Chesterton. All Things Considered. 

Duncan. Dr. Grenfell’s Parish. 

De Chaillu. In African Forest and Jungle. 
Franck. Vagabond Journey Around the World. 
Gibson. Camp Life in the Woods. 

Grayson. Adventures in Contentment. 

Holmes. Autocrat of the Breakfast Table. 
Husband. America at Work. 

Huxley. A Piece of Chalk (in Essays). 

Jerome. Idle Thoughts of an Idle Fellow; Three Men in a Boat. 


Part I1.—English. 15 


Mills. The Spell of the Rockies; Wild Life in the Rockies. 

Mitchell. Dream Life; Reveries of a Bachelor. 

Muir. Our National Parks. «a 

Palmer. Self-cultivation in English, 

Perry. The Amateur Spirit. 

Prime. I Go A-Fishing. 

Riis. How the Other Half Lives. 

Roosevelt. Hunting Trips of a Ranchman; The Strenuous Life. 

Sharp. Lay of the Land. 

Smith. Gondola Days; White Umbrella in Mexico. 

Taylor. Views A- Foot. 

Thoreau. A Week on the Concord and Merrimac; In the Maine 
Woods. 

Twain, Mark. Innocents Abroad. 

Van Dyke. Fisherman’s Luck; Little Rivers. 

Warner. My Summer in a Garden; My Winter on the Nile. 

White. The Cabin; Camp and Trail; The Forest; The Moun- 
tains. 

Woodbridge. Jonathan Papers. 


First Term—Composition. 


The teacher should read the introductory remarks under the outline 
for the first year, as well as the Aims of the Course and Suggestions to 
Teachers. 

The composition work of the term includes the following topics, out- 
lines for the study of which follow: 

1. The Outline. 

2. The Paragraph. 

3. The Sentence. (Variety). 

4. The Study of Words (Economy and accuracy). 
5. The Dictionary. 

6. Letter Writing. 

In addition to the composition work each student is expected to read 
at least three books, to be selected by himself from the list of collateral 
reading for the year. 

THE OUTLINE. 
A. REFERENCES. 
(References to Woolley are by sections; all others pages.) 

‘1. Woolley, §293-303. 

2. Canby and Opdycke, 10-15; 22-28; 130-136. 
3. Buhlig, 151-157. 
4. Hitchcock, 149-156. 


B. ILLUSTRATIVE MATERIAL. 


1. Selections in Canby and Opdycke given in connection with the 
various forms of discourse, 209-210; 214-215; 220-221; 224- 
225; 381-382. 

2. Current magazines such as the Literary Digest, Review of Re- 
views, Engineering Record, American City, Independent, Out- 
look, World’s Work, Popular Science Monthly, System, Har- 
per’s (Essays from Easy Chair), Popular Mechanics, and 
Scribner’s. 

8. Selections from Irving’s Sketch Book. 

4, “Little Rivers,” Van Dyke. 

5. “On Running After One’s Hat,” from “All Things Considered,” 
Chesterton. 


C. GENERAL SUGGESTIONS. 


1. In the study of the outline, special emphasis should be placed 
upon interest, clearness, and accuracy. The element of inter- 
est is of fundamental importance. 


16 


Course of Study for High Schools. . Ae a 


C. GENERAL SUGGESTIONS—continued. 


2. 
3. 
4, 
5. 


If possible, express the heading in the form of the noun, the 
noun with modifiers, or the complete sentence. 

Headings of the same ranks, such as I, II, III, or 1, 2, 3, should 
be in the same grammatical construction. 

A subhead should be so’ stated that it will make sense when read 
in connection with the main head upon which it depends. 

Emphasis should be placed upon class criticism. The student 
should be taught to criticize not only his own oral and writ- 
ten work, but also that of the other members of the class, 
(For the criticism of oral work, see Clippinger, 170.) 


D. SUGGESTED EXERCISES. 


1. 


ao RN 


Make an outline of some of the interesting editorials and of the 
long expository articles in the current magazines. 

Make a topical outline of a talk given by a member of the class. 

Make a topical outline of a theme read in class. 

Make a five-minute talk from an outline consisting of only the 
main heads. 

Present in outline form the gist of a public address. 

Listen to a public address and determine whether or not the > 
speaker had in mind a definite outline when he composed his ° 
speech. Apply the same method to talks given by members of 
the class. 

THE PARAGRAPH. 


A. REFERENCES. 


So OV CO LO 


Hitcheock, 157-184. 

Scott and Denney, “Paragraph Writing,” 186-233. 

Canby and Opdycke, 94-124. 

Buhlig, 215-224. 

Woolley, § 148-148; 183-208. 

Manual for Theme Revision, Bryan, Banta Publishing Co., Mena- 
sha, Wis. 


B. ILLUSTRATIVE MATERIAL. 


I 


B wr 


—e 
DOONAN 


Current magazines. (See “Illustrative Material,” under study 
of “The Outline.’’) 

Current Newspapers. 

Selections in Canby and Opdycke referred to in “Illustrative Ma- 
terial’ for use in connection with the study of “The Outline.”’ 

Selections from Burroughs and Warner in Burroughs, Thoreau 
and Warner. Houghton, Mifflin & Company. 

Fisherman’s Luck. Van Dyke. 

How to Live on Twenty-four Hours a Day. Bennett. 

The Sketch Book. Irving. 

Twenty Years at Hull House. Addams. 

Story of My Boyhood and Youth. Muir. 

Twice Told Tales. Hawthorne. 


9 


C. GENERAL SUGGESTIONS. 


1. 
2. 


9 
oO. 


~ 


As in the study of “The Outline,” emphasis should be placed 
upon interest, clearness, and accuracy. 

Some study should be made of unity, coherence, emphasis, and © 
the topic sentence. 

All the forms of discourse may be used but the emphasis of the 
term should be placed upon expositicn. The aim should be 
the development of the student through his expression of 
opinion about things. | 

Subjects for themes, oral and written, should be concrete, care- 
fully limited, and within the range of the student’s experience. 
The best topics will be those taken from subjects of local 
and national interest, from subjects of vocational interest, 


Part I.—English. 17 


GENERAL SUGGESTIONS—continued. 


from collateral reading, and from other subjects in the cur- 
riculum, such as history, civics, and science. 


5. For remarks concerning class criticism see remarks under “The 
Outline.” 


SUGGESTED EXERCISES. 


1. There should be a large number of one-paragraph themes, both 
oral and written. 

2. During the term each student should present at least one longer 
written theme and one talk of considerable length with atten- 
tion to the introductory, the transitional, and the summary 
paragraph. 

Instead of requiring the student to write a theme or give a talk 
of so many words, it is much better to ask for one bringing 
out three or four points. This will aid greatly in paragraph 
construction, and in producing a theme of the required length. 

3. Reduce paragraphs to single compact sentences. This will not 
only test the unity of the paragraphs, but will also emphasize 
the central thought. 

4. Make a topic-sentence outline of a theme, of an essay, or of a 
magazine article. 

5. For the development of the paragraph from assigned topic sen- 
tences, see Hitchcock, 171-183. 


THE SENTENCE (VARIETY). 
REFERENCES. 
1. Woolley, § 133. 
2. Seott and Denney, 91-99. 
3. Hitchcock, 390-399. 
4, Clippinger, 92-98; 316-327. 
5. Canby and Opdycke, 77-87. 


ILLUSTRATIVE MATERIAL. 


1. Poe. The Pit and the Pendulum; Descent into the Maelstrom; 
The Fall of the House of Usher. 

Hawthorne. The Great Stone Face; Mosses from an Old Manse. 

Irving. Legend of Sleepy Hollow; Rip Van Winkle. 

For other selections, see “Illustrative Material” for “The Para- 
graph.” 


GENERAL SUGGESTIONS. 


1. There should be a brief review of sentence structure if the 
teacher sees the need of it. 

2. Emphasis should be placed upon sentence variety which may be 
secured by the use of the complex, the compound, the long, 
the short, the loose, the periodic, and the balanced sentence. 


SUGGESTED EXERCISES. 


1. Rewrite a few of the recent themes in order to improve them 
from the standpoint of sentence variety. _ 
2. Write a theme with the attention centered entirely upon sentence 
variety. 
8. Select from a local newspaper extracts which have poor sentence 
variety. : : 
4. Select from collateral reading passages which show a pleasing 
5 


ore 


variety in sentence structure. ; 

In your reading observe good examples of inverted order in sen- 
tences. Invert the order of words, phrases, and clauses in 
part of your theme. Decide whether or not the change is an 
improvement. 


oH, S--Rart 2: 


18 


Course of Study for High Schools. 


THE STUDY OF WORDS (ECONOMY AND ACCURACY). 


REFERENCES. 


Canby and Opdycke, 163-170. 
Woolley, 4-23; 121-132. 

Scott and Denney, 188. 
Hitchcock, 380-389. 

A large recent dictionary. 


OU Co NO 


. ILLUSTRATIVE MATERIAL. 


1. Selections from Burroughs and Warner. (See “The Para- 
graph.’’) 

Selections from Poe. (See “The Sentence. ”) 

Irving, Rip Van Winkle. 

Selections from Hawthorne. (See ‘The Sentence.” 

Margaret Deland, Old Chester Tales. 

Stevenson, Sire de Maletroit’s Door. 


GENERAL SUGGESTIONS. 


1. Emphasis should be placed upon this thought: The right word 
in the right place. 

2. The student should be taught the distinction between specific and 
general terms. (See Hitchcock, 381, and Canby and Opdycke, 
163.) 


SUGGESTED EXERCISES. 


1. Make a list of words which might be used in describing the gait 
of a person or an animal. Write sentences in which these 
words are used correctly. Make sentences containing words 
which might be used in describing the wind. 

2. Bring to class selections from prose and poetry which illustrate 
economy and accuracy in the use of words. 


THE DICTIONARY. 


Sr ee te 


” 


REFERENCES. 


1. Hitchcock, 187-195. 
2. Canby and Opdycke, 172. 


ILLUSTRATIVE MATERIAL. 
1. A large recent dictionary. 


GENERAL SUGGESTIONS. 


1. Specific instructions should be given as to how to use the dic- 
tionary. 

2. Emphasis should be placed upon spelling, pronunciation, syllabi- 
cation, derivation, and use (colloquiai, archaic, obsolete, pro- 
vincial). 

SUGGESTED EXERCISES. 

1. Study a good dictionary until you can answer the following 
questions: How is the pronunciation of words indicated? their 
derivation? their classification as to parts of speech? When 
two ways of spelling are given how can one tell which way is 
preferable? 

2. Select interesting words and give in complete sentences all the 
information that the dictionary gives concerning them. 

8, For further exercise see Hitchcock, 193-195. 


LETTER WRITING. 
REFERENCES. 
1. Woolley’s Written English, §§ 39-68. 
2. Woolley’s Handbook, §§ 304-350. 
3. Canby and Opdycke, 447-482. 


Part I1,—English. . 19: 


A. REFERENCES—continued. 
4. Hitchcock, 85-120. 
5. Clippinger, 148-166. 
6. Buhlig, 229-239. 
7. Scott and Denney, 52-61. 


B. ILLUSTRATIVE MATERIAL. 


‘1. The letters of Thackeray, Stevenson, Phillips Brooks, Charles 
Lamb, Irving, Hawthorne, Lafcadio Hearn, and Mark Twain. 
2. Letters sent out by publishing houses. 


C. GENERAL SUGGESTIONS. 


1. Letters written should, where possible, be actual letters, written 
with the intention of sending them to the person addressed. 

2. Letters sent out by publishing houses may be used to illustrate 
business forms. 

3. In the friendly letter emphasis should be placed upon interest, 
ease of expression, and originality. 


D. SUGGESTED EXERCISES. , 


1. Send friendly letters to the schools of neighboring towns or to 
schools in other states. All letters should pass through the 
hands of the teacher. 

2. Hold interclass letter-writing contests. 

3. In connection with the school and community social occasions 
write formal and informal invitations and replies. 

4, Write letters to members of the class who are ill or to former 
classmates. 

(Sce Wilson’s Motivation of School Work.) 


THIRD YEAR. 


First Term, COMPOSITION. 
Second Term, LITERATURE. 


As in the preceding years, half the year is to be given to composition 
and the other half to literature. The order in which the work is to be 
given is suggested but is not essential-and may be changed to suit local 
conditions. 

First Term—Composition. 


The teacher should bear in mind that the chief aim of the composition 
is to effect the largest possible improvement in the spoken and written 
English of the pupils. Much oral and written work is required, with the 
emphasis of the term on debate and on. speeches, impromptu and from 
notes. Following are the topics to be studied during the term: 


1. The Study of Words (Enlargement of Vocabulary). 
2. Debate. 
3. Speeches. 


In addition to the regular composition work, outlines for which fol- 
low, each student is expected to read at least three books to be selected by 
himself from the list of collateral reading for the year, or from the 
books mentioned in “Illustrative Material’; or, one of the three may be 
selected from the collateral readings for the previous year if it is de- 
sired and the book has not already been read. Oral or written reports 
on these should be required—not a lengthy review, but rather the 
student’s honest judgment regarding the book and his reasons for such 
judgment. 


20 Course of Study for High Schools. 


THE STUDY OF WORDS (ENLARGING THE VOCABULARY). 


A. REFERENCES. 
1. Hitchcock, 382-389. 
2. Canby and Opdycke, 171-180. 
3. Cody’s Word Book. 
4. English Synonyms and Antonyms, Poeaat 
5. A recent unabridged dictionary. 


B. ILLUSTRATIVE MATERIAL. 
1. The Theft (from Neighbors Unknown), Roberts. Macmillan. 
2. A Torpedo in Feathers (from Neighbors Unknown), Roberts. 
Macmillan. 
The Sentry of Sedge Flats (from Neighbors Unknown), Roberts. 
Macmillan. 
Poe and Hawthorne Stories (see Word Study for second year). 
Oral English (from Self-Cultivation in English), Palmer. 
Standard Speeches and Orations, Palmer. 


C. GENERAL SUGGESTIONS. 
1. Emphasis should be placed upon the study of synonyms. The 
dictionary and a book of synonyms will be of invaluable aid. 
D. SUGGESTED EXERCISES. 


1. When at a loss for a word in writing a theme, look in the dic- 
tionary for the word you are tempted to use. Look for the 
synonyms listed under the word and choose the one that. will 
most precisely fit your thoughts. 

2. See Hitchcock, 382-389, for further exercises. 


DEBATE. 


ce eee 


A. REFERENCES. 

Hitchcock, 67-84. 

Clippinger, 124-147; 239-252. 

Canby and Opdycke, 297-303.° 

Debater’s Manual, Phelps (The H. W. Wilson Company). 

Effective Debating, Gislason (Bulletin of University of Min- 
nesota). 

Training for Debate (Bulletin, University of Kansas). 


B. ILLUSTRATIVE MATERIAL. 


Burke’s Speech on Conciliation. 

The Lincoln-Douglas Debates. 

Hayne and Webster: The Great Debate. 

The Congressional Record. 

Argumentative editorials in the current newspapers and maga- 
zines. 

Briefs for Debate, and Current Political, Economic and Social 
Topics. Longmans, Green & Company. 

Both Sides of One Hundred Question Briefly Stated. Shurter. 


C. GENERAL SUGGESTIONS. 

1. Emphasis should be placed upon: clear thinking, the distinction 
between assertion and proof, and upon a forceful, varied ex- . 
pression. 

2. Definite instruction in regard to the gathering of materials and 
the making of bibliographies should be given. 

3. Extemporaneous speaking and speaking from notes should not 
be neglected. 

4, All questions should be of vital importance. Those of school and 
local interest and those of state and national importance are 
good. The magazines and newspapers will suggest a great 
many topics of interest. 


Oe eee che 


ite phe ws ee 


Part II.—English. at 


C. GENERAL SUGGESTIONS—continued. 


5. 


a eo one 


The speeches and debates listed under illustrative material should 
not be studied intensively or mechanically without regard to the 
constructive work. The selection should first be read through 
rapidly; the student might imagine that he is one of the audi- 
ence listening to the speaker. His aim should be to get no 
more from the first reading than he would get from hearing 
it delivered. He should then try to discover why the speech 
was an effective one; 7. e¢., how the speaker made the divisions 
of his speech so distinct that an audience would have no diffi- 
culty in getting the subject of the speech and the subject of 
each of the main divisions; how he changed from one main 
division to another in such a way that an audience could un- 
derstand when he had finished one phase of his subject and 
anticipated another; how in reinforcing his argument by the 
use of concrete material, such as effective illustrations, anec- 
dotes, quotations from standard literature, and the sayings 
of famous men, he aroused the interest and held the attention 
of the audience. 

The student should read a number of debates and argumentative 
speeches with the following question in mind: What can I get 
from the selection that will help me to make my talk more 
effective? 


SUGGESTED EXERCISES. 
1; 


Give an argumentative talk setting forth one reason for your 
opinion on some question, for example, In a School debate is it 
wrong for one to defend a proposition which he does not ap- 
prove? Exercises of this type may be used for impromptu 
talks and for talks on which the student has made notes. 

Write an argumentative theme setting forth three reasons why 
a certain thing should or should not be done. The theme 
should be accompanied by an outline showing at least the 
main divisions of thought. 

The reasons should be supported by convincing proof. Simple, 
everyday examples and illustrations should be used. Further- 
more, the reasons ‘should be stated clearly, arranged logically, 
and delivered in an easy manner as if arguing with a friend. 

Name all the advantages and all the disadvantages connected 
with a course of action previously mentioned or all the argu- 
ments for and against some question. Arrange these in the 
order of their importance, placing the most important iast. 

Take a previous argument and attempt to show that it is weak 
or wholly false. 

Let one member of the class prepare to defend a proposition and 
the remainder of the class prepare to attack the defense. 
Let the class select a proposition and discuss codperatively what 

would be the best way to defend or oppose it. 

Have the class write argumentative advertisements stating what 
they consider to be the most attractive feature of their town, 
or of their school. 

Members of the class may impersonate agents and attempt to 
sell various articles, such as handpainted china, a new kind of 
breakfast food, a victrola, or an auto. 

There should be several formal debates during the semester. 

During the latter part of the semester each member of the class 
should make a long argumentative talk of a formal nature. 
This talk should be accompanied by a brief and should be 
without notes, other than possibly the main heads. The speech 
should not be memorized. a \ 


Ba Course of Study for High Schools. 


SPEECHES. 
A. REFERENCES. 
Clippinger, 210-238. 
B. ILLUSTRATIVE MATERIAL. 


Memorial Addresses. Ridpath. Elliott Madison Company, Chi- 
cago. 


2. Modern American Speeches. -Broadman. Longmans, Green & 
Company. - 

8. Best American Speeches of To-day. Blackstone. 

4, Best American Orations. Choate. 

5. Selections from Lincoln’s Speeches. Ginn & Company. 

6. Schurz’s Lincoln. 

7. The Public Duty of Educated Men. Curtis. 

8. The Last Address at the Buffalo Exposition. McKinley. (From 
Memorial Addresses.) 

9. Bryan’s speeches. The Prince of Peace and The Cross of Gold. 
(From Memorial Addresses.) 

10. Wilson’s Inaugural Address. Outlook, 103:554, March, 1913. 

11. Roosevelt’s speech: Foundations of Progress. (From Memorial 
Addresses. ) 

12. Taft’s speech: The Philippines. (From Memorial Addresses.) 

13. Speeches of Prominent Men, found in the newspapers. 


C. GENERAL SUGGESTIONS. 
For the use of the illustrative material see 5 of “General Sug- 
gestions” under “Debate.” 


D. SUGGESTED EXERCISES. 

1. Write an oration upon the life of some person; e. g., Alexander 
Hamilton, Ben Lindsey, Jacob Riis, Booker T. Washington, 
Florence Nightingale, Jane Addams, or some prominent person 
of the state. 

2. Write an address for an occasion of local or general interest, e. 
g., Arbor Day, Flag Day, the dedication of a building or the 
laying of a corner stone. 

3. Let one or more members of the class prepare a speech to be 
given at general assembly. 

4. Arrange a contest in debate and impromptu speaking with some 
‘nearby school. 

5. Give assistance to students in the PrCPataulgn of SECeD Ne to be 
used in Y. M.'C. A.) Yo W. GC. At) YP. oS. Gr Eieandtocnes 
meeting's. 

6. Memorize a portion of the speech of a well-known speaker and 
deliver it before the class or at general assembly. 


Second Term—Literature. 


As heretofore the chief aim should be to develop appreciation and a 
love for such literature as is read. 

The work of the term has to do with drama and poetry. It is difficult 
to prescribe the amount to be read either in or out of class, but as much 
as possible should be read of both poetry and drama. See the introduc- 
tory remarks in the literature outline for the first year. 

Attention should be paid to oral reading. To be fully appreciated 
poetry should be heard. The teacher should make it a point to read to the 
class. Students should be encouraged to read as much as possible of the 
English and American poets, to hunt out their favorite poems and to 
read these aloud in class. 

From the list of collateral reading coon student should select and read 
as much as possible. One book may be selected from the collateral read- 
ings of the previous year if the student desires and has not previously 
read the book. 


Part: IT.—-Hnglish. 23 


For CLAss Stupy: 


Goldsmith. She Stoops to Conquer. Houghton Mifflin Co. 

Milton. Minor Poems. 

Shakespeare. Julius Cesar; Macbeth; Much Ado About Nothing. 

Sheridan. The Rivals. Dutton. 25c. 

Tennyson. Idylls of the King. Crowell. 35c. 

Everyman. Houghton Mifflin Co. 25c. 

Old Ballads. Houghton Mifflin Co. 

Selection from Browning, Burns, Keats, Shelley, Tennyson, 
Wordsworth. 

Selections from Bryant, Emerson, Holmes, Longfellow, Lowell, 
Poe, Whitman, Whittier. 


For COLLATERAL READING: 
Drama. 


Bennett. Honeymoon. Doran. $1. 

Milestones. Doran. $1. 

What the Public Wants. Doran. $1. 

Colum, Padriac. Three Irish Plays. 

Dunsany, Lord. Five Plays. Little, Brown & Co. $1.25. 

Plays of Gods and Men. J. W. Luce & Company. 

Fitch, Clyde. Barbara Frietchie. French. 

Girls with the Green Eyes. French. 50c. 

Nathan Hale. Baker. 

Gregory, Lady. Spreading the News; Hyacinth Halvey; The 
Rising of the Moon; The Jackdaw; The Workhouse Ward. 
(All from Seven Short Plays.) Putnam. $1.50. 

Hauptman. The Weavers. 

The Sunken Bell. Doubleday, Page & Co. 75c. 

Howells. Parlor Car; Sleeping Car. Houghton Mifflin Co. 

Ibsen. Peer Gynt. Baker. 25c. 

The Pretenders. Dutton. 35c. 

Jerome. Passing of the Third Floor Back. Dodd, Mead & Co. 

Kennedy. The Servant in the House. 

MacKaye, Percy. Canterbury Pilgrims. 

Maeterlinck. The Blue Bird. 

Marks, Josephine. The Piper; Fortune and Men’s Eyes. 

Meigs. The Steadfast Princess. 

Noyes, Alfred. Sherwood. 

Parker, L. N. Joseph and His Brethren. 

Stevenson. Gammer Gurton’s Needle. 

Tagore. The Post Office. 

Udall. Ralph Roister Doister. 

Yeats. The Land of Heart’s Desire; The Hour Glass and Other 
Plays. 

Zangwill. The Melting Pot; The War God. 


Poetry. 


Brooke, Rupert. Collected Poems. Doubleday, Page & Co. 

Kipling. Seven Seas; Ballads. 

Masefield. Story of a Round House, and Other Poems. Mac- 
millan. 

Noyes, Alfred. Tales of a Mermaid Tavern; A Corner of 
Angels; Black Bill’s Honeymoon; The Companion of a Mile; 
A Knight of the Ocean Sea. 

Phillips, Steven: Selected Poems. 

Sill, Ed. Rowland. Selected Poems. Houghton Mifflin Co. 

Van Dyke. Poems. Scribners. 
(Read especially “Songs of Out Doors.’’) 





























24 Course of Study for High Schools. 


FOURTH YEAR. 


For the fourth year a number of courses are suggested, any one of 
which may be chosen to follow the three years of English previously 
given, provided that the school has the facilities for doing the work 
well; and provided further, that course A should be selected by those 
small high schools that alternate third- and fourth-year English. 

The courses are six in number, and listed A, B, C, D, E and F, and 
each is described or outlined under the appropriate head. 


COURSE A. 


First Term, LITERATURE. 
Second Term, COMPOSITION. 


This course consists of a half year each of literature and composition. 
While the order indicated above is recommended, it is not essential, and 
may be changed if local conditions seem to make it necessary. 


First Term—Literature. 


The literature work for the term has to do with American writers. 
It is not intended that it shall be a study of the history of American 
literature. It should be rather a study of American authors with a view 
to developing in the pupils an acquaintance with the best writers, both 
past and present, some familiarity with their best writings, and an ap- 
preciation of the same. To this end there should be not an intensive 
study of a few selections but the reading of as many as possible. 

The lists both for class study and for collateral reading have been 
made extensive to allow as much freedom as possible in choice. Selec- 
tions previously studied should not again be chosen for study. In 
making selections for class study all types should be included, poetry, 
short story, essay, novel, etc., and the student should be able to classify 
what he has read both in and out of class, and to state the type of writing 
for which any author studied is best known. 

The skillful teacher will try to make the reading in class so interest- 
ing that students will be encouraged to become better acquainted with 
the author through their outside readings. 

The lists have been made out with the object of including the best 
writers and specimens of their best work. They may therefore serve as 
a guide to the reading of the class. 


For CLASS STUDY: 


Bryant, Wm. Cullen. Thanatopsis; To a Waterfowl; O Fairest 
of the Rural Maids; A Forest Hymn; Death of the Flowers; 
The Evening Wind; To a Fringed Gentian. 

Burroughs, John. Essays. 

Emerson, Ralph W. Essays: Self-reliance; Friendship; Char- 
acter; Civilization; Behavior; Compensation. 

Franklin, Ben. Autobiography. 

Hawthorne, Nathaniel. Snow Image; The Golden Touch; House 
of Seven Gables. 

Holmes, O. W. The Deacon’s Masterpiece; The Last Leaf; The 
Chambered Nautilus; Autocrat of the Breakfast Table. 

Howells, Wm. D. The Rise of Silas Lapham. 

Irving, Washington. Westminster Abbey; Stratford-on-Avon; 
Christmas; Rip Van Winkle; Legend of Sleepy Hollow; Life 
of Goldsmith. 

Longfellow, Henry W. Long Poems: Hiawatha; Evangeline; 
Miles Standish. Ballads: Wreck of the Hesperus; Skeleton 
in Armor; Paul Revere’s Ride. Lyrics: The Psalm of Life; 
The Rainy Day; The Day is Done; Daybreak; Resignation; 
Maidenhood. 


Part II.—English. 25 


For CLAss Stupy—continued: 


Lowell, James R. Essays: Books and Libraries; Democracy. 

Poe, Edgar Allan. Poems: Annabel Lee; To One in Paradise; 
The Raven; The Haunted Palace; Ulalume; Israfel; Lenore; 
The Bells. Prose Tales: Fall of the House of Usher; The 
ees Descent into the Maelstrom; Masque of the Red 

eath. 

Thoreau, H. D. Walden. 

Warner, Chas. Dudley. Essays. 

Whittier, J. G. Snowbound; Ichabod; The Lost Occasion; My 
Playmate; The Barefoot Boy; In School Days; Maud Mul- 
ler; Skipper Ireson’s Ride; Barbara Frietchie. 


For COLLATERAL READING: 


Alcott, Louisa M. Little Women; Little Men; An Old-Fashioned 
Girl; Eight Cousins. 

Aldrich, Thomas B. Story of a Bad Boy; Marjorie Daw. 

Allen, 7 ames Lane. King Solomon of Kentucky; Two Gentlemen 
of Kentucky; The Kentucky Cardinal; The Choir Invisible. 

Bangs, John K. House Boat on the Styx. 

Cable, Geo. W. Old Creole Days. 

Cary, Alice and Phoebe. Pictures of Memory; The Gray Swan; 
The Picture Book; Our Schoolmaster; One Sweetly Solemn 
Thought. i 

Churchill, Winston. Richard Carvel; The Crisis. 

Clemens, Sam’1 L. (Mark Twain). Tom Sawyer; Huckleberry 
Finn; A Connecticut Yankee in King Arthur’s Court; Life 
on the Mississippi; The Prince and the Pauper. 

Cooper, Jas. F. Last of the Mohicans. 

Dana, Richard H., jr. Two Years Before the Mast. 

Davis, Richard Harding. Van Bibber and Others; The Bar 
Sinister. 

Deland, Margaret. Old Chester Tales. 

Dunbar, Paul Laurence. Oak and Ivy; Lyrics of Lowly Life; 
Lyrics of the Hearthside. 

Dunne, Finley P. Mr. Dooley in’ Peace and War. 

Eggleston, Edw. The Hoosier Schoolmaster. 

Field, Eugene. A Little Book of Western Verse, A Little Book 
of Profitable Tales (Read: “The Cyclopeedy”’). 

Fox, John, jr. The Little Shepherd of Kingdom Come; Trail of 
the Lonesome Pine. 

Freeman, Mary EK. Wilkins. Short Stories: A New England 
Nun; Evelina’s Garden; Copy Cat. Novel: Pembroke. 

Garland, Hamlin. Main Traveled Roads; Prairie Folks; Boy 
Life on the Prairie. 

Gilder, Richard Watson. The New Day; Five Books of Song. 

Grady, Henry W. The New South. 

Hale, Edward E. Man Without a Country. 

Harris, Joel C. Uncle Remus, His Songs and His Sayings; 
Nights With Uncle Remus; Uncle Remus and His Friends. 
Harte, Bret. Tennessee’s Partner: How Santa Claus Came to 

Simpson’s Bar; The Luck of Roaring Camp. 

Hearn, Lafcadio. Two Years in the French West Indies; 
Glimpses of Unfamiliar Japan; Out of the East. 

Holland, J. G. Bitter Sweet. 

Jackson, Helen Hunt. Novel: Ramona. Poems: Resurgam; 
Spinning; My Legacy; Joy; My Bees; Thought. 

James, Henry. The Portrait of a Lady. 

Lanier, Sidney. The Marshes of Glynn; Sunrise; The Song of 
the Chattahoochee; Tampa Robins; The Symphony. 

Lowell, J. R. Our Love is Not a Fading Earthly Flower; To the 
Dandelion; The First Snowfall. 


26 Course of Study for High Schools. 


FoR COLLATERAL READING—continued: 


Markham, Edwin. The Man With the Hoe and Other Poems. 

Miller, Joaquin. Songs of the Sierras; Songs of the Desert. 

Mitchell, Donald G. Reveries of a Bachelor; Dream Life. 

Page, Thomas N. Marse Chan; Meh Lady. 

Parkman, Francis. The Oregon Trail. 

Repplier, Agnes. Books and Men; In Our Convent Days. 

Riley, James W. Neighborly Poems; Afterwhiles; Rhymes of 
Childhood. ’ 

Roosevelt, .Theodore. The Winning of the West; The Rough 
Riders. 

Sherman, Frank D. Lyrics of Joy; Lyrics for a Lute; Madri- 
gals and Catches. | 

Sil, Edw. R. Hermione and Other Poems; The Hermitage and 
Later Poems. 

See Frank R. The Lady or the Tiger; The Transferred 

ost. 

Thaxter, Celia. The Sandpiper. 

Van Dyke, Henry. Fisherman’s Luck. 

Wallace, Lew. Ben Hur; The Fair God. 

Warner, C. D. Backlog Studies; My Summer in a Garden. 

Westcott, Edw. N. David Harum. 

White, Stewart E. The Blazed Trail. 

Wiggin, Kate Douglas. Rebecca of Se Farm. 

Wister, Owen. The Virginian. 


Second Term—Composition. 


The composition work of the term should include somewhat of a re- 
view of the principles of composition previously studied. This should 
not be a mere study of textbooks, but a study of principles in their 
application to composition work done at the time. There should be much 
oral and written work based largely upon reviews of books and maga- 
zine and newspaper articles. The work may be closely connected with 
the literature work of the year. In connection with the composition work 
each student should read at least three books selected from the collateral 
readings accompanying the literature outline for the year. 


REVIEWS. 
A. REFERENCES. 


Read Clippinger, 204-209, for suggestions. 


B. ILLUSTRATIVE MATERIAL. 


1. Reviews of books, poems, and stories. For such reviews see the 
Bookman, Literary Digest, Outlook, and Independent. 
2. Magazine articles: Current events of an educational, political or 
social nature. 
3. Short Stories: 
Markheim. Stevenson. 
The Revolt of Mother. Mary E. Wilkins-Freeman. 
Gallagher. Richard Harding Davis. 
4. Novels: 
The Right of Way. Parker. 
The Talisman. Scott. 
The Light that Failed. Kipling. 
The Mill on the Floss. Eliot. 
5. Nonfiction: 
How the Other Half Lives. Riis. 
Adventures in Contentment. Grayson. 
Mental Efficiency. Bennett. 
All Things Considered. Chesterton. 
6. Poems: 
The Recessional. Kipling. 
Incident of the French Camp. Browning. 


C. 


D. 


Part I!.—English. 27 


ILLUSTRATIVE MATERIAL—continued. 
Child’s Garden of Verse. Stevenson. 
The Solitary Reaper. Wordsworth. 
Toa Skylark. Shelley. 
-Poetry in the current magazines. 


GENERAL SUGGESTIONS. 


The reviews of books, magazine articles, short stories, etc., written 
by students should give not only a general idea of the subject 
matter and the style but also some idea of the literary or scien- 
tific value of the selection. 


SUGGESTED EXERCISES. 


Write a review of a magazine article, a novel, a short story, a poem, 
and an essay during the term. (See Clippinger, 204-209, for 
suggestions and exercises.) 


THE NEWSPAPER AND THE MAGAZINE. 
REFERENCES. 


1. Canby and Opdycke, 388-396) 
2. Clippinger, 176-184. 
3. Hitchcock, 129-132. ; 
4. Journalism (see Bulletin of the University of Missouri, vol. I, 
No. 8). 
5. A Practical Experiment in Journalism (English Journal, 1913, 
p. 518). 


ILLUSTRATIVE MATERIAL. 


Kansas City Star and Times. 

Christian Science Monitor. 
- Literary Digest. 

Independent. 

Outlook. 

Review of Reviews. 

Scientific American. 

Popular Mechanics. 

National Geographic Magazine. 
10. Youth’s Companion. 


GENERAL SUGGESTIONS. 


The newspaper and the magazine habit should be developed. High- 
school students should be made familiar with the best newspapers 
and magazines. Their interests should not be confined to the 
society column and to the sporting page of the local newspaper. 


UGGESTED EXERCISES. 


Ss | 

1. Invite a city editor to talk to the class about newspaper writing. 
2. Study the structure and style of newspaper stories printed in the 
38 


PAST OFS TS 


well-edited newspapers. 
. Practice the writing of news-stories, personal items, and editorials. 
4, Write a short story suggested by a brief news article. 
5. Make oral reports upon noted newspaper men; e. g., Greeley, 
Bennett, Grady, Reed, Pulitzer, Williams, Nelson. 
6. Make a report on noted cartoonists. 


COURSE B. 


First Term, ENGLISH LITERATURE. 
Second Term, ENGLISH LITERATURE. 


This course is a year’s work in English literature. The literature is 


taken up by periods and reference should be made to one or both of the 
state texts—Halleck’s English Literature and Tappan’s England’s and 
America’s Literature, and to others. 


The outline is for the year without reference to the division into terms. 


28 Course of Study for High Schools. 


Outline. 
CHAUCER. 


Histories of literature will furnish ample material for a study of the 
life of the times, Chaucer, and the development of the language. Parts of 
the Prologue as given in Newcomer and Andrews may be read in class. 


ELIZABETHAN PERIOD. 


A. History of the Elizabethan Period. 
Read: 
Age of Elizabeth. Creighton. 
Life of Raleigh. 
Kenilworth. Scott. 
Stery of the Armada, from Green’s Short History of the 
English People. 
B. Results of the Renaissance. 
1. Interest in science. 
2. Developed interest in printing. 
Read: 
Article on Humanism. Encyclopedia Biitarinveae 
Life of Bacon. 
Life of Queen Elizabeth. 
Life of Sir Philip Sidney. 
Life of Roger Ascham. 

C. Style of the Period—as shown by Lyly—selections from Newcomer 
and Andrews; As You Like It, A Midsummer Night’s Dream, or 
other plays from Shakespeare. 

D. Development of the Drama. 

Read: 
Age of Elizabeth, from History of English Literature by Long. 
The English Drama and Presentation of Elizabethan Plays, 
Halleck, 146-166. 
Development of the English Drama, from the History of 
English Literature, Simonds. 
Read rapidly: Marlowe’s Faustus, from Newcomer and Andrews. 


PURITAN. 
A. Typical Puritan. 
Study: Malvolio in Twelfth Night. 
Read: 
Essay on Milton. Macaulay. 
Passages on the Puritan John Knox, from Caryle’s Heroes 
and Hero Worship. 
B. Moral Standards of Puritans. 
Read: 
Green’s Short History of the English People, chapter VIII. 
The Puritans, in Macaulay’s History of England. 
Taine’s History of England, book II, chapter VI. 
Macaulay’s Naseby. 
C. Puritans and Democracy. 
Read: 
Satan’s speeches against tyranny in Paradise Lost, found in 
Newcomer and Andrews. 
Carlyle’s Life and Letters of Cromwell, Vol. I; The Trial and 
Execution of Charles. 
Cromwell, in Carlyle’s Heroes and Hero Worship. 


CLASSIC. 
A. Chief Events: 
1. Rise of political parties. 
2. Development of satire. 
3. Development of periodical and newspaper. 


Part Il.—English. 29 


A. Chief Events—continued. 


4. The coffee house as a center. 
5. Development of the essay. 
Read: 
Macaulay’s Essay on Addison. 
Representative essays from the Spectator, found in New- 
comer and Andrews. 
English Humorists. Thackeray. 
Henry Esmond. Thackeray. 
B. Reaction against freedom of Elizabethan writings. Imitation of 
Latin and French Writers. 
Read: 
Rape of the Lock. Pope. 
Essay on Criticism. Pope. 
Selections from Boswell. 
Life of Goldsmith. Irving. 
The Jessamy Bride. Frankfort Moore. 
Oliver Goldsmith. A play by Augustus Thomas. 
House Boat on the Styx. John Kendrick Bangs. 


ROMANTICISM. 


New influence of nature. 

Love for humanity. 

Revival of the past. Burns, Shelley, Keats, etc. 
Read: Life of Jane Austen. 


OB > 


VICTORIAN. 


A. The social and industrial problem—interest in society rather than 
the individual. 
B. Variety in modern literature. 
Further development of nature poetry. 
Read: 
The Princess. ° 
Locksley Hall. 
Gothic Architecture. Morris. 
Czesar and Cleopatra. Shaw. 
Scenes from Clerical Life. Eliot. 
MacAndrew’s Hymn. Kipling. 
Gloucester Moors. Moody. 
The Brute. Moody. 
Life of Charlotte Bronte. Gaskell. 
The Melting Pot. Zangwill. 
Students should also read as much as possible from the following list 
of collateral readings, or books not previously read and contained in the 
collateral lists for previous years. 


COLLATERAL READING: 


Barrie, J. M. The Little White Bird. 

Blackmore. Lorna Doone. 

Churchill. Coniston; Mr. Crewe’s Career. 

Conrad. Lord Jim. 

Deland. Awakening of Helena Ritchie. 

DeMorgan. Alice-for-Short; Joseph Vance. 

Dickens. David Copperfield; Dombey and Son; Bleak House. 
Duncan. Dr. Luke of the Labrador. 

Eliot. Adam Bede; Romola; Daniel Deronda. 

Graham. The Passin’ On Party; Aunt Eliza’s Praisin’ Gate. 
Hugo. Les Miserables. 

Kingsley. Hypatia. 

Kipling. Light that Failed. 

McCarter. Wall of Men; Price of the Prairie. 

Parker. The Right of Way. 

Reade. Cloister and the Hearth. 


30 Course of Study for High Schools. 


COLLATERAL READING—continued : 
Scott. Quentin Durward; Heart of Midlothian; Guy Mannering. 
Tarkington. Gentleman from Indiana; Seventeen. 
Thackeray. Vanity Fair; The Newcomes; Henry Esmond. 
Wells. Mr. Britling Sees It Through. 
Wister. The Virginian; Lady Baltimore. 


COURSE C. a 


First Term, ENGLISH LITERATURE. 
Second Term, ENGUISH LITERATURE, 


This course, like B, is a year’s work in English literature. The aims, 
however, are somewhat different. It is intended for those schools that 
prefer to pay somewhat less attention to the history of literature and’ to 
lay special stress upon the reading of literature itself. In the aim of the 
course the following are regarded as desirable ends and it is for these 
that the teacher should strive. ; 

1. That the student be able to name the English writers of importance. 

2. That the student be able to name the most important productions 
of each writer. 

3. That the student be able to classify the productions of each writer 
as essay, short story, novel, drama, lyric, or narrative poetry. 

4, That the student be able to tell for what type of literature each 
writer is most noted. 

5. That the student be able to locate each writer, approximately, as 
to the time in which he lived. bia 

6. That the student shall have read a large amount of English litera- 
ture, representing all types and all periods. 

7. That, above all, the student shall have developed appreciation for 
and derived enjoyment from what he has read. 

8. That as a result of the enjoyment he has had in what has been 
read the student shall have acquired an abiding determination to make 
still further explorations into the field of English literature. 

For information regarding authors and what they wrote reference 
should be made to one or both of the state texts—Halleck’s English 
Literature and Tappan’s England’s and America’s Literature; to some 
good Encyclopedia and to other reference works. 

It is suggested that a large chart be provided and that as authors are 
taken up in class, or as reports are made on the collateral reading the 
name of the writer be entered on this chart in the proper chronological 
order. During the last two or three weeks of the term special attention 
may be given to a summing up of what has been learned of English 
writers during the four years and to a proper grouping of them. 

For reading .in class the teacher should select from the list for 
class-study selections that have not previously been studied. Care should 
be taken not to study these too analytically and every effort should be 
made to get students interested. The selection should include different 
types and as much should be read as possible. 

First Term. 
For CLASS STUDY: 
Chaucer. Prologue. 
Old English Ballads. (See Americana Encyclopedia for an ex- 
cellent discussion of the origin of the ballads.) 
Malory, Sir Thomas. Morte D’Arthur. 

Shakespeare. As You Like It; Merchant of Venice; Macbeth; 
Julius Cesar. 
(Give some attention, not too much, to the development of the 

drama and to the Elizabethan stage. See Halleck, 146-166.) 

Spenser, Edmund. Faerie Queene, book I, canto I. 

Milton, John. L’Allegro; Il Penseroso; Paradise Lost, books I 
and II. 


Part II.—English. Se 


For CiLass Stupy—continued: 


Addison. DeCoverley Papers. 
Pope. Rape of the Lock; Essay on Man. 
Gray. Elegy in a Country Churchyard. 
Goldsmith. Deserted Village; Traveler; She Stoops to Conquer. 
Sheridan. The Rivals. 
Coleridge. The Ancient Mariner; Christabel; Kubla Khan. 
Lamb. Dissertation on Roast Pig; Old China; Dream Children; 
New Year’s Eve; Poor Relations. 
Cowper. John Gilpin’s Ride; To Mary; On the Receipt of My 
-Mother’s Picture. 
Burns. Tam O’Shanter; Auld Lang Syne; For a’ That and 
a’ That; To a Mouse; To Mary in Heaven; I Love My Jean; 
A Red, Red Rose; Cotter’s Saturday Night. 
Scott. Lady of the Lake. 
Selections previously read should not be re- read but should be dis- 
cussed in connection with the author and his place in English literature. 


For COLLATERAL READING: 


Cowper. The Task. 

More, Sir Thomas. Utopia. 

Bunyan. Pilgrim’s Progress. 

DeFoe. Robinson Crusoe. 

Swift. Gulliver’s Travels. 

Goldsmith. Vicar of Wakefield. 

Scott. Ivanhoe; The Tailsman; Kenilworth; Guy Mannering, 

Austen. Pride and Prejudice. 

Shakespeare. King Lear; Taming of the Shrew. 
From the list for class study, selections not read in class may be 
~chosen for home reading. 

Students should make oral or written reports on the home readings. 

They should be encouraged to pick out poems that especially appeal to. 
them and read these to the class. 


Second Term. 
For CLASS STUDY: 


Wordsworth. The Solitary Reaper; Three Years She Grew in 
Sun and Shower; To My Sister; She Dwelt Among the Un- 
trodden Ways; She Was a Phantom of Delight; Lucy Gray; 
We are Seven; Ode to Duty; It is a Beauteous Evening 
(Sonnet). 

Byron. Prisoner of Chillon. 

Shelley. To a Skylark; Ode to the West Wind; To Night. 

Keats. Ode to a Nightingale; To Autumn; Isabella. Sonnets: 
On First Looking Into Chapman’s Homer; On the Grass- 
hopper and Cricket. 

Macaulay. Essay on Milton; Lays of Ancient Rome; Essay on 
Johnson. 

Carlyle. Essay on Burns; Heroes and Hero Worship (selec- 
tions). 

Ruskin. Selections from Sesame and Lilies. 

Stevenson. Essays: Inland Voyage; Travels With a Donkey. 

Arnold. Sohrab and Rustum. 

Browning. Rabbi Ben Ezra; Herve Riel; How They Brought 
the Good News from Ghent to Aix; Incident of the French 
Camp; The Lost Leader; The Pied Piper of Hamelin. 

Tennyson. Gareth and Lynette; Lancelot and Elaine; The 
Passing of Arthur; Crossing the Bar; Enoch Arden; Dora. 


FoR COLLATERAL READING: 


DeQuincey. Joan of Arc. 
Lytton, Bulwer. Last Days of Pompeii. 
Gaskell. Cranford. 


32 Course of Study for High Schools. 


FOR COLLATERAL READING—continued : 

Kingsley. Westward Ho. 

Reade, Charles. Cloister and the Hearth. 

Blackmore. Lorna Doone. ~ ‘ 

Barrie. Little Minister. : 

Ruskin. King of the Golden River. 

Bronte. Jane Eyre. 

Dickens. Christmas Carol; Cricket on the Hearth; Oliver 
Twist; David Copperfield; Dombey and Son; Old Curiosity 
Shop; Nicholas Nickleby; Pickwick Papers; Bleak House; 
Tale of Two Cities; Our Mutual Friend; Barnaby Rudge; 
Martin Chuzzlewit. 

Door; Will o’ the Mill. 

Thackeray. Vanity Fair; Henry Esmond; The Newcomes; 
Pendennis; The Virginians. AS 

Eliot. Silas Marner; Adam Bede. 

Stevenson. Treasure Island; Dr. Jekyll and Mr. Hyde; Kid- 
napped; Master of Ballintrae; Child’s Garden of Verse; 
Markheim; The Sire de Maletroit’s Door; Will o’ the Mill. 

Kipling. The Jungle Books; Just So Stories; Mandalay; Fuzzy- 
Wuzzy; Danny Deever; The Recessional; The Day’s Work. 

Chesterton. All Things Considered. 

Conrad. Lord Jim; Youth, 

Bennett. The Old Wives’ Tale. 

DeMorgan. Joseph Vance. 

Zangwill. Children of the Ghetto. 


COURSE D.—CURRENT LITERATURE. 


This is a course in current literature. It is designed to follow the first 
three years’ work in English and may be given either term of the fourth 
year. It is not likely that any school will care to make a full year’s work 
out of this course, though such expansion is possible. 

The course is intended to be a study of the productions of the follow- 
ing writers, who are listed according to the departments of literature to 
which they have contributed. The list is not all-inclusive, but only sug- 
gestive. From this list, with the possible addition of other names, the 
teacher should select for reading as much as possible. Information re- 
garding the writers and their productions may be obtained from “Who’s 
Who in America,” ‘“‘Who’s Who in England,” the encyclopedias, and from 
current magazines. Magazines should be used extensively. The follow- 
ing are recommended: 


The Bookman. Harper’s Monthly. 
The Independent. The Century. 

The Literary Digest. Scribner’s. 
Current Opinion. The Outlook. 


The Art World. 


Others may be used to advantage. Nearly every good magazine offers 
something of value. The excellent material occasionally found in the 
various women’s magazines should not be overlooked. 

Newspapers often afford interesting and valuable material. Clippings 
should be collected and placed in scrap books, arranged under the types 
suggested in the following lists. 

There should be a large amount of outside reading and many oral and 
written reports on the same. 


LIST OF WRITERS. 
Dramatic Critics. 


Archer, William. Matthews, Brander. 
Eaton, Walter Pritchard. Moses, Montrose. 
Hamilton, Clayton. Winter, William. 


Port-1l—kEnglish. 


33 


Dramatists. 


Barrie, J. M. 

Baker, Granville. 
Brown, Alice. 

Colum, Padraic. 
Dunsany, Lord. 
Galsworthy, John. 
Gregory, Lady. 

Jones, Henry Arthur. 
Kennedy, Charles Rann. 
MacKaye, Percy. 


Maeterlinck, Maurice. . 

Marks, Josephine Preston-Peabody. 
Phillips, Stephen. 

Pinero, Henry Wing. 

Shaw, George Bernard. 

Sheldon, Edward. 

Sygne, John M. 

Walker, Stewart. 

Zangwill, Israel. 


Essay. 
Abbott, Lyman (Outlook). Kipling, Rudyard. 
Bennett, Arnold. Mabie, H. W. 
Burroughs, John. Muir, John. 
Chesteron, G. K. Quiller-Couch. 
Eaton, Walter Pritchard (Nature). Shaw, Geo. B. 
Franck, Harry. Van Dyke, Henry. 
Howells, W. D. (Harper’s). Wells, H. G. 
Novel. 
Allen, James Lane. Howells, W. D. 
Barrie, J. M. McCarter, Margaret Hill. 
Bennett, Arnold.” Wells, H. G. 


Churchill, Winston. 
DeMorgan, William. 
Hay, Ian. 


White, William Allen. 
Wister, Owen. : 


Short Story. 


Aldrich, T. B. 

Deland, Margaret. 
Freeman, Mary E. Wilkins. 
Gale, Zona. 

Garland, Hamlin. 

Glaspell, Susan. 

Hopper, James. 


Jewett, Sarah Orne. 
Kipling, Rudyard. 
Lynn, Margaret. 
McManus, Seumas. 
Van Dyke, Henry. 
Wiggin, Kate Douglas. 


Verse. 


Benet, William Rose. 
Bridges, Robert. 

Brooke, Rupert. 

Bynner, Witter. 

Carruth, William Herbert. 
Clark, Esther M. 

Gibson, Wilfred Wilson. 
Kipling, Rudyard. 
LeGallienne, Richard. 


Markham, Edwin. 

Marks, Josephine Preston-Peabody. 
Masefield, John. 

Mason, Walt. 

Noyes, Alfred. 

Seeger, Alan. 

Tagore, R. 

Untermeyer, Louis. © 

Widdemer, Margaret. 


In addition to references already mentioned the following will be found 


valuable: - 


Lippincott’s Dictionary of Biography. 
Anthology of Magazine Verse, by William Stanley Braithwaite, pub- 
lished by Lawrence J. Gomme, New York. 


The Young Idea: 


An Anthology of Opinion concerning the Spirit and 


Aims of Contemporary American Literature, by Lloyd R. Morris, 
published by Duffield and Company. 


COURSE E.—PUBLIC SPEAKING. 
There is a growing tendency to offer courses in “expression” or ““pub- 


lic speaking” in the high school. 


In some instances these courses have 


taken on the form of the old-fashioned elocution with all its painful ac- 


Seer on Parts. 


34 Course of Study for High Schools. 


companiments. Unquestionably oral expression has, in the past, been 
neglected. But in all English classes the teacher with the right vision 
of what is to be attempted in the English courses will pay attention to 
oral expression. 

But a course in public speaking may very properly be offered in the 
high school. Such a course should be offered in the third, or preferably 
the fourth year. It should be a half-year’s work, though there is a 
possibility of extending it to a year. Such a course should include the 
following lines of work: 

1. Impromptu speaking. 

2. Speaking from notes. 

3. Orations. 

4, Debates. 

5. In connection with debates and for the purpose of analyzing argu- 
ment and seeing what makes a speech effective, the reading of Burke’s 
Conciliation, Webster-Hayne Debate, etc. 

6. Parliamentary practice. 

7. Dramatics. 

Such a course may be of value in promoting and aiding in inter- 
school contests in debate and oratory. 

If given during the second half year it may assist greatly in prepara- 
tion for the class or school play so often given. It goes without saying 
that such a course should be attempted only by a teacher of special pre- 
paration and ability in this line of work. . 

The following will be found helpful: . 
List of Plays for High School and College Production. Drama League 
of America, 7386 Marquette Building, Chicago. 25c. 
Plays for Amateurs. J. M. Clapp. Published by Drama League of 

America. 

Actable One-act Plays. Samual Kaplan. Chicago Public Library Bul- 

letin, January, 1916. 

How to Speak in Public. Grenville Kleiser. Funk and Wagnalls. $1.25. 
Public Speaking. E. D. Shurter. Allyn & Bacon. 90c. 

The World’s Famous Orations. W. J. Bryan. Funk and Wagnalls. 
Intercollegiate Debates. P. M. Pearson. Hinds and Noble. $1.50. 

How to Attract and Hold an Audience. J. B. Esenwein. Hinds and 

Noble. $1. : 
Notes on Speech Making. Brander Matthews. Longmans, Green & 

Co., - 50c. 

Robert’s Rules of Order. 


COURSE F--NEWSPAPER WRITING. 


The following course in newspaper writing is intended to follow the 
first three years’ work in English. It should be attempted by those 
schools only that have ample facilities for carrying out the work and a 
teacher with special training for such work. 

Bulletins and other helps in conducting such a course may be had from 
Prof. L. N. Flint, head of the department of journalism of the University 
of Kansas. 

PURPOSE AND SCOPE. 


The usefulness of a course in newspaper writing in the high school 
may be twofold: First, to the students in the course; second, to the 
school as a whole, through its influence on the school paper. 

When conducted and written by the students in such a course, the high- 
school paper is likely to become a worthy interpreter of the school, a de- 
cent medium for the expression of student opinion, a safety valve for 
student feelings, a promoter of worthy student activities, a unifying in- 
fluence, a creator of school pride, an exemplifier of good business methods, 
a developer of respect for authority. : 


Part IIl.—English. 35 


As regards the students in the course, the purposes kept in mind by 
the teacher should be mainly three. 


First, is the aim of giving the student an understanding of the news- 
paper as an institution—an organ of democracy—of acquainting him 
with the different kinds of newspapers, of showing him how to read news- 
papers, of familiarizing him with the significant facts in the history of 
journalism in their -bearing on the growth of freedom of expression. 
These subjects form the beginnings of that knowledge about newspapers 
which is valuable to the student as a citizen. 


Second, is the purpose of developing in the student a liking for com- 
‘position, and increasing his ability to write, by affording him the in- 
spiration of print; the assurance that his best work will be put into type 
and generally read; the inspiration of having an audience; the feeling 
that what he writes may not only inform but influence his readers; the 
clearer realization of the utility of rhetorical forms of expression since 
he uses them now not merely to satisfy an instructor but to produce 
effect on his public; ability for self criticism in writing; appreciation 
of the value of ideas; resourcefulness. This second group of aims has to 
do with the meaning of the newspaper to the student as writer. 


Third, is the object of making the student’s power of observation 
quick and thorough; his understanding of the difficulty but necessity of 
accuracy; his appreciation of the raw material of pathos and humor; his 
impulse to help make things better; his admiration for more finished 
forms of literature than journalism affords. These constitute the value 
of newspaper writing to the student as a man or woman. 

The course should not be constructed with vocational purposes pri- 
marily in mind—direct vocational aims, at least. 


_-PLAN OF THE COURSE. 


The foregoing aims may seem to call for a course of impractical 
breadth. The teacher with some newspaper training will hardly find it 
so; the one without experience must, of course, begin at the most access- 
ible point and proceed within somewhat narrower lines until the subject 
becomes more familiar. In other words, the order in which the different 
subjects can best be taken up will depend to some extent on the prepar- 
ation of the teacher. For the teacher who has studied and practiced 
journalism the following general sequence of subjects is to be recom- 
mended: 

What a newspaper is; historical sketch of American journalism; 
kinds of newspapers; how to read a newspaper; how it is produced; some 
newspaper terms; what is news; the structure of the news story; the 
interview; the human interest story; the feature story; correspondence; 
the editorial; the English of advertising; the task of the ad-writer and 
how he accomplishes it; head writing; comparison of newspapers; com- 
parison of material used in newspapers and magazines; organization of 
the newspaper staff; duties of the editor in chief, assistants, managing 
editor, news editor, copy readers, reporters, department editors, telegraph 
editor, business manager, circulation manager, advertising manager; the 
ideal newspaper. 


PRACTICAL WORK. 


It is essential to the greatest success of a course in newspaper writ- 
ing that the work of students be printed in the school paper, preferably 
in a paper managed and written by the class, under the teacher’s super- 
vision. Supplementing this the town papers may be used through special 
columns of high-school news, or special pages, or even special issues. 

If the class produces a paper for the school, specialization will be 
necessary in such work as the selling of the paper’s advertising service, 
head writing, proof reading, and make-up. Individual students having 
special interest in these directions will usually be found in any class. 


36 Course of Study for High Schools. 


Throughout the year, emphasis will rest, of course, on news gathering 
and writing—the covering of the news field in the school and, possibly, 
in the town; writing news stories, human-interest stories, features, 
editorials, advertisements; criticising them from all points of view; re- 
writing; criticising the finished product, the newspaper. 


Books AND EQUIPMENT. 


Under reasonably favorable conditions as regards preparation of the 
teacher and library facilities, no text need be used; but a few of the 
best books on news writing and editing, and types of newspaper stories 
should be available for reference reading. If possible the library should 
contain also a history of journalism, the biographies of a few great 
journalists, and a few books on advertising—perhaps forty volumes in 
all. Standard reference books are, of course, necessary. 

Ten or a dozen carefully selected newspapers should be on file. It 
may be found desirable to require each student te subscribe for some 
good newspaper. 

If possible, the class room should contain a news or copy desk. Type- 
writers are invaluable. A _ slight effort by the teacher, with the co- 
operation of students, will introduce a desirable newspaper atmosphere 
into the class room. 


Ii]. SUGGESTIONS TO TEACHERS. 
A. GENERAL. 


The Teacher. The Report of the Joint Committee on the Reorganiza- 
tion of High-school English says: “The supreme essential to success 
in high-school English is neither the course of study nor the conditions, 
but the properly trained teacher.” 

The teacher who has not had special preparation can do considerable 
in acquiring such preparation through— 

1. Reading as many as possible of “the Helps for Teachers listed under 
article IV of this outline. 

2. Consulting standard text books for suggestions. A notebook should 
be kept and in this recorded suggestions on the teaching of litera- 
ture and composition. This notebook should be consulted fre- 
quently. 

3. Becoming a subscriber to and a faithful reader of the English Journal 
which is the official organ of the National Council of Teachers of 
English and which contains many valuable discussions. The cost 
is $1.50 a year to members of the English section of the ce 
Teachers’ Association. 


Patience. “Be patient with what appears so stupid. The next time 
you are tempted to complain of the dullness of pupils sit down for an 
hour with something you know nothing about—say electrical potential, 
or our federal judiciary, or ‘selling short’, or what rhythm means as 
applied to French verse. By the time you have attained a crystal-clear 
conception you will feel charitable toward the mental failure of a child 
who has not grasped a new idea.”—C. H. Ward. 


Attempting Too Much. Don’t try too many things at once. Teach a 
few effectively. When the student is required to look out for and avoid 
a few mispellings, a few grammatical errors and a few mistakes in the 
form of his composition he is less likely to become discouraged or to offer 
excuses for failure than when he is held responsible for a great many 
things. 

Value of Praise. Do not forget that more good comes from commen- 
dation of a pupil’s good points than from condemnation of his bad ones. 
Mistakes must be pointed out but always in such a kindly way as will 
encourage the student and secure his cooperation in overcoming them. 


Part II.—English. 37 


Conferences. The teacher should make it a point to hold an occasional 
private conference with each student. An occasional recitation period 
may be profitably used for this purpose. These conferences will enable 
the teacher to find out what the student is reading, what his interests 
are and what his problems are; and they will enable the teacher to give 
some direction to the reading and to encourage and help the student gen- 


erally. 
B. COMPOSITION. 


Taking an Inventory. It will be found helpful if, at the beginning of 
the term, the teacher will have the class make an inventory of the errors 
made in spoken and written English by members of the class. Students 
should be on the alert and write down every mistake observed. A com- 
plete list should then be made and from this list should be selected those 
that it is purposed to eliminate during the year. This list should not be 
too large, and a vigorous and continuous warfare should be directed 
against these. Success will depend upon the amount of codperation given 
by the class. 


Misspelled Words. Each student should keep a list of his misspelled 
words. This will be his spelling book, and this he should try to master. 
There is nothing to be gained in any pupil studying words that he does 
not misspell, as must be the case if he uses any other than the indi- 
vidual spelling book just described. 


Handwriting. Slovenly and careless work should never be accepted. 
Handwriting will be found to improve if the student always uses the 
same kind of pen and the same kind of ink. The use of a good fountain 
pen is to be commended for this reason. 


What is Oral Composition? Oral composition is any exercise in which 
the student expresses himself orally. The first requisite is for him to 
have something about which he wants to talk and a considerable part of 
the teacher’s work will consist in finding topics in which students are in- 
terested and in providing short stories and magazine articles that stu- 
dents will enjoy and want to talk about or reproduce. 

In the oral composition the student should face the class and attention 
should be paid to accurate pronunciation, clear enunciation, and to speak- 
ing with force, feeling and sincerity. The speaker should not be inter- 
rupted, but corrections or suggestions should be made at the close of the 
speech. 

-Interest. The teacher should make every effort to prevent the oral 
work from becoming formal and a matter of routine. Attempt should be 
made to create interest. The teacher should himself be interested. 
- Questions should be asked to draw out further information regarding 
the topic discussed. No matter if only two or three people have an 
opportunity to speak during the period, if only interest can be developed. 
No one cares to talk to people who are uninterested. 


Reading Composition to the Class. Many students are sensitive about 
reading their own productions. It is a good plan for the teacher to read 
the best compositions, and generally without giving the name of the 
writer. 

Length of Themes. Many short themes rather than a few long ones 
should be written. Do not specify the number of words. Let the theme 
discuss one, two, or three points under the title. This will make outlin- 
ing come easier and will also assist in making the themes longer. 

Definite Assignments. In assigning a topic for a theme the student 
should not be told to write one page or 500 words. It is much better to 
assume a situation: “You are a citizen of the town. You are not satis- 
fied with the way the streets are cared for. Write a letter to the mayor 
telling about your dissatisfaction and giving three reasons why you are 
dissatisfied. Discuss each.” 


38 Course of Study for High Schools. 


Marking Themes. Do not attempt to mark every error in a theme. 
Nothing bewilders and discourages a student more than to get back a 
paper completely covered with red ink marks. 


Self Correction. “In the criticism and correction of composition and 
other written exercises, incomparably the most important thing is to 
teach each pupil to criticise his own work and to correct his own errors. 
As a general rule, therefore, a teacher should not read a pupil’s com- 
position or correct its errors until the latter has had time and oppor- 
tunity to make such changes in his work as his second thought may 
suggest. 

“Tt will be found, however, that comparatively few high-school pupils 
are capable of detecting during one reading the various kinds of errors 


that creep into their compositions—errors in sentence structure; errors 


in syntax; errors in the use of words; errors in spelling; errors in com- 
position; errors in paragraph formation; the omission of essential facts 
or essential thought. On the other hand, it will be found that a pupil 
who reads over his composition with the purpose of discovering some par- 
ticular kind of error seldom fails to find all the errors of that particular 
kind. It is well to have each pupil read his composition once to deter- 
mine the degree of success he has attained in employing the principles 
of composition for the application of. which the particular exercise is 
designed; and a second time to scrutinize the structure of his sentences 
and to correct errors in spelling, punctuation and capitalization. Some- 
times it will be found advisable, in the case of a pupil who has a strong 
inclination to a particular kind of error, to read only for the discovery 
of that error until he develops a habit of guarding against it. In a 
comparatively brief period, under training of this kind, a pupil becomes 
the severest critic of his own written work and acquires a habit that 
will be useful to him all his later life.’"—New York Course of Study. 


Letter-writing. So far as possible, letters should be real letters. No 
student can be greatly interested in writing a letter that he knows will 
go only to the waste basket. Arrangements may be made for the ex- 
change of letters with other schools. Wilson’s Motivation of School 
Work gives many excellent suggestions for the motivation of letter- 
writing as well as of other work. In letter writing it is well to teach 
not only the proper heading, salutation, conclusion, etc., but also good 
taste in the use of paper, envelopes, ink, etc. 


Correction Marks. To secure results in the correction of themes the 
student must know what is meant by the various marks on his theme. 
There should be an understanding between students and teacher at the 
beginning of the year. Students should be furnished with a list of the 
abbreviations and marks used, and a key to what they mean. It is con- 
fusing to the student to have these marks change from time to time with 
the change of teachers. Uniformity is desirable, and the following 
scheme is suggested: 


ALG eo tee Pronoun not in agreement with antecedent. 
BBY. ei ae ete e ee eeeees Barbarism. 
Cate ita. Mt eaten Capital letter incorrectly used or omitted. 
Cle Akal. stalemate ate Not clear. 
Colas ccs ete eta Not coherent. 
Cony aiie esis ies ae Condense. 
OUS RSS Eis hs eee Construction faulty. 
Dicey avenge enutteaeiaens Diction faulty. 
NT ees cee eee ene English not idomatic. 
TURP ay gers cnecihe cre emaaens Expand. 
BS Fra caine wae er Figure faulty. 
REL BAO ie, aes sxe sees hee High flown. 
EES ee Sea Something omitted. 
RBs cts Whar cata cera ee auttoeee Awkward. 
AG Pam ycrcte ae ee Out of keeping. In bad taste. 
NES) ovtbet ges Ie atereeeeonatan Manuscript unsatisfactory. 
Ni Saab eh cee okt oteuene Not a sentence; verh or other essential word omitted. 
Se naan cceatlly x Bop eae ae Omit. 
PEER ete aoe eee Punctuation faulty. 


Be Mc Wg er Pa on Pole sdrt Is this correct ? 


Part II.—English. 39 


CPM Ue ele car wlan ws Paper rejected without credit. 
FUR each ote. sheen ee es ea, Relative pronoun incorrectly used. 
NLC telly stoi ean eet ey Repetition. 
Ole wiree eal oes cea Begin a new sentence. 
SOP aoe At Schoen Spelling incorrect. 
BRNO Bethe hans iris mete cs 3 Tenses confused 
AMARA Sas, eee shal cit PS Transpose. 
Ne neh ecm tate Unity. 
IV Roe cays, Necifeettene “ee Weak. 
Wi ih Fg aC ee Ae A a Begin a new paragraph. 
INO? ide Sica calla w is. oe No paragraph. 
MONE dst tk ocz Buses te Insert a hyphen. 
By tee eR IT it ey % Obvious fault. 


C. LITERATURE. 


Measure of Teacher’s Success. The teacher’s success in literature 
classes is to be measured by the amount of interest the student takes in 
what he is reading, the amount of enjoyment he gets out of it, and the 
taste he has for literature at the end of his school course. 

The judicious teacher will not condemn as trash what the student has 
read and enjoyed, even if that is his private opinion. To do so might 
prejudice the student and cause him to disregard the teacher’s future 
recommendations. 

Mere insistence that a Seriain book is interesting may not make it 
interesting to the student. If the student thinks a book uninteresting no 
_amount of argument is likely to change his mind. But it may have the 
effect of making him insincere. He may be tempted to say he likes it in 
order to stand higher in the teacher’s estimation. The teacher who 
greatly admires a story or a poem may, through his enthusiasm for it 
and his reading some or all of it with feeling and expression, lead the 
class to like it, but he is hardly likely to do so through arguing about it 
or asserting that it is interesting. 


Oral Reading. The teacher should read aloud to the class and should 
have members of the class read aloud. _The Chicago Course of Study 
says: “Reading aloud, with the effects it has on vocal utterance, has 
been neglected.” 

Hiram Corson says: “An examination in literature, particularly 
poetry, should be a test in reading with appreciation.” 

Attention should be paid to oral reading and it should be taught by 
example as well as precept. 


Memorizing. Youth is the time for memorizing. The memory, then, 
is tenacious, and what is stored there remains much better than in later 
years; and lines that appeal but slightly may in later years reveal their 
full beauty and force, and it will be a source of satisfaction to be able 
to recall and repeat bits of literature. 

The amount to be memorized should probably depend upon the apti- 
tude of the pupil. It is probably best to have a reasonable minimum and 
to give additional credit in the way of a better grade for whatever is 
over and above this minimum. From a large assortment let pupils make 
their own selections for memorizing. The sort of selections chosen will 
in four years indicate the growth in appreciation that the student has 
made. 


Inventory. At conferences held early in the year the teacher should 
take an inventory of what the student has read. It would be well to 
have a permanent record card or loose leaf on which to record such 
information as the following: 

Name of student. 

Address. 

Telephone number. 

Schools attended. 

Magazines taken in the home. 
Books read. 

Favorite book. 


40 Course of Study for High Schools. 


Students should be encouraged at later conferences to report books 
read and to talk freely about their likes and dislikes. This will enable 
the teacher to see in what direction the taste runs and to lead the student 
in the right direction. 

The school should have a.permanent record of the reading of the in- 
dividual student. ‘ 

Bulletin Board. The English room should have a bulletin board, and 
students should be encouraged to bring for display thereon interesting 
magazine and newspaper articles, cartoons, etc. This device has been 
found very helpful in creating interest. 


Dramatization. Interest may often be created by the rather informal 
dramatization of poems or parts of books. Helpful suggestions for this 
line of work are to be found in Dramatization, by Simons and Orr, and 
published by Scott, Foresman and Company. 


IV. BIBLIOGRAPHY OF TEACHERS’ HELPS. 


Bates. Talks on the Teaching of Literature. Houghton. $1.30. 

Bates. Talks on Writing English, First Series. Houghton. $1. 

Bates. Talks on Writing English, Second Series. Houghton. $1.50. 
Bolenius. The Teaching of Oral English. Lippincott. 

Bolenius. The Teaching of High-school: English. Houghton. 

Bryan. Manual of Theme Revision. Banta. ; 
Carpenter and Others. The Teaching of English in the Elementary and 

Secondary School. Longmans. $1.50. 

Chubb. The Teaching of English in the Elementary and the Secondary 

School. Macmillan. $1. : 
Crawford. Laboratory Equipment for the Teachers of English. Uni- 

versity of Chicago Press. 30c. 

Davis. Vocational and Moral Guidance. Ginn. $1.25. 
Davis-Cowing. Library Aids for Teachers and School Librarians. Wil- 

SOn ws. Ue: 

Esenwein. Writing the Short Story. Hinds. $1.25. 

Fairchild. The Teaching of Poetry in the High School. Houghton. 60c. 

Hosic. English Journal. $2.50 a year; $1.50 to members of Kansas 
Association of English Teachers. 

Ward. The Teaching of Oral English. Macmillan. $1. 

Ward. What is English? Scott. $1. 

ral English in High School. California State Printing Office, Bulletin 

o. 8. 

The most notable contribution that has recently been made on the 
teaching of English is that contained in the Report of the National Joint 
Committee on English—A Report on the Reorganization of High-school 
English. The committee is made up of members from the National Edu- 
cation Association and from the National Council of Teachers of Eng- 
lish. The report was compiled by the chairman, Prof. J. F. Hosic, and 
has been published as a bulletin of the Bureau of Education, Washington, 
D. C., for gratuitous distribution. A copy may be had by addressing 
Commissioner P. P. Claxton at Washington. The report will be found to 
be very helpful and every teacher of English should study it carefully. 


Part II.—English. 41 
V. LIST OF BOOKS 


REFERRED TO OR RECOMMENDED FOR THE HIGH-SCHOOL ENGLISH 
_ LIBRARY. 


A. FOR COMPOSITION. 


Baldwin. Writing and Speaking. Longmans. $1.20. 
Blackstone. Best American Speeches of To-day. 
Bradley. Makers of English. Macmillan. $1. 
Briggs and McKinney. A First Book of Composition. Ginn. 
Broadman. Modern American Speeches. Longmans. 
Bryan. The World’s Famous Orations. Funk. 
Buhlig. Business English. Heath. 
Choate. Best American Orations. 
Clapp. Plays for Amateurs. Drama League of America, Chicago. 
Clippinger. Composition and Rhetoric. Silver. 
Denney-Duncan and McKinney. Argumentation and Debate. Ameri- 
Gani 1.25. 
Esenwein. How to Attract and Hold an Audience. Hinds. $1. 
Foster. Argumentation and Debate. Houghton. $1.25. 
Frank. Constructive Exercises in English. Longmans. 
Gislason. Effective Debating. 
Greenough and Kittredge. Words and their Ways in English Speech. 
Macmillan. $1.10. 
Harrington and Frankenberg. Essentials in Journalism. Ginn. 
Hitchcock. New Practice Book in English Composition. Holt. $1.25. 
Hosic and Hooper. A Composition Grammar. Rand. 
Johnston and others. High-schol Education. Scribners. $1.50. 
Kleiser. ‘How to Speak in Public. Funk. $1.25. 
Krapp. Modern English. Scribners. $1.25. 
Lewis and Hosic. Practical English. American. $1. 
Matthews. Notes on Speech Making. Longmans. 50c. 
Matthews. The Short Story. American. $1.25. 
Miller. A First Book of Composition. Houghton. 
Opdycke. News, Sales and Ads. Macmillan. 
Palmer. Self-cultivation in English. Hougton. 16c. 
Pearson. Intercollegiate Debates. Hinds. $1.50. 
Phelps. Debater’s Manual. 
Ridpath. Memorial Addresses. Elliott. 
Ringwalt. Briefs on Public Questions. Longmans. $1.20. 
Shurter. Both Sides of One Hundred Questions Briefly Stated. Hinds. 
Shurter. Public Speaking. Allyn. 90c. 
Simons-Orr. Dramatization. Scott. 
Wilson. Motivation of School Work. 
Woolley. Handbook of Composition. Heath. 80c. 
Woolley. Written English. Heath. $1.00. 
Debating and Public Discussion. Kansas University Extension. Bul., 
MEO O, NO.» 17, 
Lincoln’s Speeches and Letters. Ginn. 
Some Great Stories and How to Tell Them. Newson. 
University Debater’s Annual. Wilson. 
Pictures for use in composition classes may be had from: 
Perry Pictures Company, Malden, Mass. 
Elson & Company, 140 Oliver Street, Boston, Mass. 
Elm Tree Press, Woodstock, Vt. 
University Prints, Newton, Mass. 
Gaylord Brothers, Syracuse, N. Y. 


AQ Course of Study for High Schools. 


B. FOR LITERATURE 
“1. Collections and General References. 


Baker. Short Stories and Selections. Macmillan. 25c. 

Braithwaite. Anthology of Magazine Verse. Lawrence J. Gomme, N. Y. 

Creighton. Age of Elizabeth. 

Green. Short History of England. 

Guerber. Myths of Greece and Rome. American. $1; Myths of Northern 
Lands. American. $1.50. 

Hinchman and Gummere. Lives of Great English Writers. Houghton. 
$1.50. 

Lippincott. Dictionary of Biography. Lippincott. $8. 

Long. History of English Literature. Ginn. $1.35. 

Macaulay. History of England. 

Morris. Gothic Architecture. 

Morris. The Young Idea. — Duffield. 

Newcomer and Andrews. Twelve Centuries of English Poetry and Prose 
Scott. $1.75. 

Sherman. Short Stories. Holt. 48c. 

Simonds. History of English Literature. Houghton. $1.25. 

Who’s Who in America, $2.50. 

Who’s Who in England. $2.50. 


2. For American Literature. 


Abbott, J. S. C. Daniel Boone. 

David Crockett. 

Kit Carson. 
Addams, Jane. Twenty Years at Hull House. Macmillan. $1.50. 
Alcott, Louisa M. Little Men. 

Little Women. Little. $1.50. 

— An Old-Fashioned Girl. 

Eight Cousins. 

Aldrich, T. B. Story of a Bad Boy. Houghton. 50c. 
Marjorie Daw. Houghton. $1. 

Allen, James Lane. King Solomon of Kentucky. 

Two Gentlemen of Kentucky. 

— The Kentucky Cardinal. Grosset. 75c. 

The Choir Invisible. Grosset. 5c. 

Bangs, John Kendrick. The House Boat on the Styx. 

Brooks, Phillips. Letters. 

Bryant, William Cullen, Poems (complete). Appleton. $1.50. 
Burroughs, John. Birds and Bees. Appleton. 44c. 

Locusts and Wild Honey. Appleton. $1.15. 

Wake Robin. Appelton. $1.15. 

Cable, George W. Old Creole Days. Scribner. $1.50. 

Cary, Alice and Phcebe. Poems. 

Churchill, Winston. Richard Carvel. Grosset. 75c. 

The Crisis. Grosset. 75c. 

— Coniston. Grosset. 75c. 

Mr: Crewe’s Career. Grosset. 75c. 

Clemens, Samuel (Mark Twain). Adventures of Tom Sawyer. Harper. 



































De 
— Huckleberry Finn. Harper. $1.75. 
—— A Connecticut Yankee in King Arthur’s Court. Harper. $1.75. 
—— Life on the Mississippi. Harper. $1.75. 
—— Prince and Pauper. Harper. $1.75. 





Innocents Abroad. Harper. $2. 

Connor, Ralph. Glengarry School Days. Grosset. 50c. 
Cooper, Jas. F. Last of the Mohicans. Houghton. 52c. 
The Pilot. Dutton. 50c. 

— The Pathfinder. Dutton. 50c. 





ee ee ee} 


ers ee 7 
LO ee ee ee 


Part II.—English. 43 


Curtis, Geo. Wm. The Public Duty of Educated Men. - 
_ Dana, Richard H. Two years Before the Mast. Houghton. 64c. 


Davis, Richard H. Van Bibber and Other Stories. 
The Bar Sinister. Scribner. $1. 

Gallagher and Other Stories. Scribner. $1. 
Deland, Margaret. Old Chester Tales. Grosset. 75c. 
The Awakening of Helena Ritchie. Burt. 75c. 











-Dunbar,.Paul Laurence. Poems. Doubleday. 75c. 


Duncan, N. Dr. Grenfell’s Parish. 

Dr. Luke of the Labrador. Grosset. 75c. 

Dunne, Finley P. Mr. Dooley in Peace and War. 

Eggleston, Edw. The Hoosier Schoolmaster. Grosset. 75c. 
Emerson, Ralph W. Essays. Houghton. 

Field, Eugene. A Little Book of Western Verse. Scribner. $1.25. 
A Little Book of Profitable Tales. Scribner. $1.25. 

Poems. Complete. Scribner. $2. 

Fitch, Clyde. Barbara Frietchie. French. 50c. 

Girls with the Green Eyes. French. 50c. 

Nathan Hale. Baker. 

Fox, John, jr. The Little Shepherd of Kingdom Come. Grosset. 75c. 
Trail of the Lonesome Pine. Grosset. 75c. 

Franck. Vagabond Journey Around the World. 

Franklin, Benjamin. Autobiography. Houghton. 40c. 




















_ Freeman, Mary E. Wilkins. The New England Nun and Other Stories. 


Harper. $1.25. 

Silence and Other Stories. Harper. $1.25. 

— Copy Cat and Other Stories. Harper. $1.25. 

— Pembroke. Harper. $1.50. 

The Revolt of Mother. 

Garland, Hamlin. Main Traveled Roads. 

Prairie Folks. 

Boy Life on the Prairie. ; 

Gibson, Wm. H. Camp Life in the Woods. Harper. $1. 
Gilder, Rich. W. Complete Poetical Works. Houghton. $1.50. 
Grady, Henry W. The New South. 

Grayson, David. Adventures in Contentment. Grosset. 60c. 














‘Hale, Edw. E. The Man Without a Country. Little. 35c. 


Harris, Joel. Uncle Remus, His Songs and His Sayings. Houghton. 
Nights with Uncle Remus. 

Uncle Remus and His Friends. 

Harte, Bret. The Luck of Roaring Camp and Other Stories. $1.25. 
Hawthorne, Nathaniel. Twice Told Tales. 

Mosses From An Old Manse. 

Hearn, Lafcadio. Two Years in the French West Indies. 
Glimpses of Unfamiliar Japan. 

Out of the East. 

Holland, J. G. Bitter Sweet. . 

Holmes, O. W. Poems. Cambridge Edition. Houghton. $1.65. 
Autocrat of the Breakfast Table. Dutton. 50c. 

Howells, Wm. D. The Rise of Silas Lapham. Houghton. 60c. 
Parlor Car, and Sleeping Car. Houghton. 15c. 

Husband, Jos. America at Work. Houghton. $1. 

Irving, Washington. The Sketch Book (Liby Ed.). Dutton. 50c. 
Knickerbocker History of New York. 

Life of Goldsmith. Longmans. 30c. 

Jackson, Helen Hunt. Complete Poems. Little. $1.50. 

Ramona. Little. $1.50. 

James, Henry. The Portrait of a Lady. Houghton. $2. 

Keller, Helen. Story of My Life. Houghton. 44c. 

Kelly, Myra. Little Aliens. Scribner. $1.50. 

Little Citizens. Doubleday. $1.50. 



































4A Course of Study for High Schools. 


Kennedy, Chas.* The Servant in the House. Harper. $1.25. 

Lanier, Sidney. Poems. Scribner. 

Little, Frances. Lady of the Decoration. Century. $1. 

Longfellow, H. W. Hiawatha. 

Miles Standish. 

— Evangeline. Altemus. 40c. 

Shorter Poems. 

' Lowell, Jas. R. Books and Libraries and Other Papers. Houghton. 44c. 

My Study Window. Houghton. $2. 

Poems. Houghton. $1.50. 

MacKaye, Percy. Canterbury Pilgrims. Macmillan. $1.25. 

Markham, Edwin. The Man with the Hoe and Other Poems. 

Marks, Josephine. The Piper. 

Fortune and Men’s Eyes. - 

Meigs, Cornelia. The Steadfast Princess. Macmillan. 50c. 

Miller, Joaquin. Songs of the Sierras. Whitaker. $1.25. 

Songs of the Desert. 

Mills, E. A. Wild Life in the Rockies. Houghton. $1.75. 

The Spell of the Rockies. Houghton. $1.75. 

Mitchell, Donald G. Dream Life. 

Reveries of a Bachelor. . 

Moody, Wm. V. The Brute. 

Gloucester Moors. Current Opinion. Vols. 54-67. 

Moore, Frankfort. The Jessamy Bride. Grosset. 75c. 

Muir, John. Story of My Boyhood and Youth. Houghton. $2. 
Our National Parks. Houghton. $1.75. 

Stickeen. Houghton. 60c. - 

Page, Thomas N. Marse Chan. Scribner. $1. 

Meh Lady. Scribner. $1. 

Parkman, Francis. The Oregon Trail. Macmillan. 25c. 

Perry, Bliss. The Amateur Spirit. Houghton. $1.25. 

Phillips, Stephen. Poems. Lane. $1.25. . 

Poe, Edgar Allan. Poems. Altemus. $1. 

Prose Tales. Crowell. $1.25. 

Prime, Wm. C. I Go A-fishing. Harper. $1. 

Repplier, Agnes. Books and Men. Houghton. $1.25. 

In Our Convent Days. Houghton. $1.10. 

Riis, Jacob A. Making of An American. Macmillan. $1.50. 

How the Other Half Lives. Scribner. $1.25. 

Riley, James W. Neighborly Poems. Bobbs. $1.25. 

Afterwhiles. Bobbs. $1.25. 

Rhymes of Childhood. 

Roosevelt, Theo. The Winning of the West. Putnam. $3. 

Rough Riders. Scribner. $1.50. 

—— Strenuous Life. Century. $1.50. 

Hunting Trips of a Ranchman. Putnam. $1. 

Schurz, Carl. Life of Lincoln. Houghton. $1. 

Sharp, D. L. Lay of the Land. Houghton. $1.25. 

Sherman, Frank D. Lyrics for a Lute. Houghton. $1. 

Lyrics of Joy. Houghton. $1. 

Madrigals and Catches. Stokes. $1. 

Sill, Edw. R. Poetical Works. Houghton. $1.50. 

Smith, F. H. Gondola Days. Houghton. $1.50. 

White Umbrella in Mexico. Houghton. $1.50. 

Steiner, Edw. A. Against the Current. Revell. $1.25. 

sie Frank. The Lady or the Tiger and Other Stories. Scribner. 

Stowe, Hlarriet B. Uncle Tom’s Cabin. Grosset. 75c. 

Tarbell, Ida. Abraham Lincoln. Macmillan. $5. 




































































Part II].—English. 45 


Tarkington, Booth. Penrod. Doubleday. $1.25. 
Seventeen. 

—— The Gentleman from Indiana. Doubleday. $1.35. 
Turmoil. 60c. 

Taylor, Bayard. Views A-foot. Burt. 75c. 

Thaxter, Celia. Poems. Houghton. $1.50. 

Thomas, Augustus. Oliver Goldsmith. 
‘Thoreau, Henry D. In the Maine Woods. Crowell. 35c. 
A Week on the Concord and Merrimac. Crowell. 35c. 
Walden. Altemus. 40c. 

Van Dyke, Henry. Fisherman’s Luck. Scribner. $2. 
Little Rivers. Scribner. $1. | 
Poems. Scribner. $2. 

Wallace, Lew. Ben Hur. Harper. $1.50. 

The Fair God. Grosset. 75c. 

Warner, Chas. D. My Summer in a Garden. Houghton. $1. 
My Winter on the Nile. Houghton. $2. 

Backlog Studies. Houghton. $1. 

Washington, Booker. Up From Slavery. Burt. 50c. 
Webster, Jean. Daddy Long-Legs. Grosset. 75c. 
Westcott, Edw. N. David Harum. Appleton. 50c. 
White, Wm. A. The Court of Boyville. 50c. 

White, Stewart E. The Blazed Trail. Grosset. 75c. 
The Cabin. Doubleday. $1.50. 

— Camp and Trail. 

' —— The Forest. Doubleday. $1.50. 

The Mountains. Doubleday. $1.50. 

Whitman, Walt. Selected Poems. McKay. 40c. 
Whittier, J. G. Poems. Burt. $1. 

Wiggin, Kate D. Rebecca of Sunnybrook Farm. Grosset. 75c. 
Wister, Owen. The Virginian. Grosset. 75c. 

Lady Baltimore. Macmillan. $1.50. 

Woodbridge, Eliz. Jonathan Papers. Houghton. $1.25. 






































3. For English Literature. 


Addison. DeCoverley Papers. Houghton. 44e. 
Anon. Old English Ballads. Houghton. 

Anon. Everyman. Houghton. 25c. 

Arnold. Sohrab and Rustum. Houghton. 28c. 
Austen, Jane. Pride and Prejudice. Dutton. 50c. 
Barrie, J. M. A Window in Thrums. Altemus. 50c. 
The Little Minister. Burt. 60c. 

The Little White Bird. ~ Scribner. $1.50. 
Bennett, Arnold. The Honeymoon. Doran. $1. 
Milestones. Doran. $1. 

—— What the Public Wants. Doran. $1. 

— How to Live on Twenty-Four Hours a Day. Doran. 50c. 
—— Old Wives’ Tale. Doran. $1.50. 

Mental Efficiency. Doran. T75c. 

Blackmore, R. D. Lorna Doone. Dutton. 50c. 
Bronte, Charlotte. Jane Eyre. Dutton. 50e. 
Brooke, Rupert. Collected Poems. Lane. $1.25. 
Browning, Robert. Selected Poems. Burt. 75c. 
Bunyan, John. Pilgrim’s Progress. Houghton. 40c. 
Burke, Edmund. Speech on Conciliation. Houghton. 28c. 
Burns, Robert. Complete Poems. Dutton. 50c. 
Byron, Lord. Poems. Dutton. 50c. 

Carlyle, Thomas. Life and Letters of Cromwell. 
Heroes and Hero Worship. Houghton. 65c. 
— Essays. Scribner. $1.25. 

















AG Course of Study foraHigh Schools. 


Chaucer, Geoffrey. Prologue. Houghton. 28c. 

Chesterton, Gilbert. All Things Considered. Lane. $1.50. 

Coleridge, Sam’l T. Poems. Houghton. 28c. 

Colum, Padraic. Three Irish Plays. 

Conrad, Jos. Lord Jim. Doubleday. 50c. 

Cowper, William. Complete Poems. Crowell. 60c. 

DeFoe, Daniel. Robinson Crusoe. Altemus. 40c. 

DeMorgan, William F.. Alice-for-Short. Holt. $1.75. 

Joseph Vance. Holt. $1.75. 

DeQuincey, Thomas. Joan of Are. Houghton. 28c. 

Dickens, Charles. Works. Dutton. 50c a volume. 

Dunsany, Lord. Five Plays. Little. $1.25. 

Plays for God and Men. Luce. 

Eliot, George. Works; complete 6 volumes. Burt. $5.00. 

Gaskell, Elizabeth. Life of Charlotte Bronte. Dutton. 75c. 

Cranford. Altemus. 50c. 

Goldsmith, Oliver. She Stoops to Conquer. Houghton. 15c. 

Vicar of Wakefield. Houghton. 44ce. 

— Deserted Village. Houghton. 28c. 

Traveler. Crowell. 35c. 

Gray, Thomas. Poems. Dutton. 75c. ; 

Gregory, Lady. Seven Short Plays. Putnam. $1.50. 

Huxley, Thomas. Essays. Dutton. 50c. ; 

Jerome, Jerome K. Idle Thoughts of an Idle Fellow. Altemus. 40c. 

Three Men in a Boat. Hurst. 35c. 

Passing of the Third Floor Back. Dodd. $1. 

Keats, John. Poems. Crowell. 60c. 

Kingsley, Charles. Westward Ho. Crowell. 60c. 

Hypatia. Crowell. 60c. 

Kipling, Rudyard. The Light That Failed. Crowell. 60c. 

Jungle Books. Century. $1.50. 

—— Just So Stories. Doubleday. $1.20. 

——— Ballads. Hurst. - $1. 

Seven Seas. Doubleday. $1.50._ 

Lamb, Charles. Essays of Elia. Altemus. 40c. 

Lytton, Bulwer. Last Days of Pompeii. Dutton. 50c. 

Macaulay, T. B. Essays: Complete 2 Volumes. Dutton. $1. 

Lays of Ancient Rome. Dutton. 50c. 

Malory, Sir Thomas. Morte D’Arthur. Scribner. $1.20. 

Masefield, John. Story of a Round House, and other poems. Macmil- 
lan. $1.30. . 

Milton, John. Poems. Dutton. 50c. 

——- Paradise Lost. Altemus. 40c. 

Moore, Sir Thomas. Utopia. Burt. 175c. 

Noyes, Alfred. Collected Poems, 2 vols. Stokes. $1.35 each. 

Parker, Gilbert. The Right of Way. Grosset. 75c. 

Pope, Alex. Essay on Man. Houghton. 28c. 

Rape of the Lock. Houghton. 28c. 

Essay on Criticism. Putnam. 50c. 

Reade, Charles. Cloister and the Hearth. Dutton. 50c. 

Roberts, G. G. Neighbors Unknown. Macmillaz. $1.50. 

Ruskin, John. Sesame and Lilies. 

King of the Golden River. Houghton. 40c. 

Seott, Sir Walter. Works. Dutton. Per volumn, 50c. 

Shakespeare. Works. . 

Rolfe Edition. American. Per volume, 56ce. 

— Hudson Edition. Ginn. Per volume, 25c. 

— Tudor Edition. Macmillan. Per volume, 25c. 

Arden Edition. Heath. Per volume, 25c. 

Shaw, George B. Cesar and Cleopatra. Brentano. 40c. 

Shelley, P. B. Poems. Dutton. 50c. 


















































os hhh 


7 YS ee ee 
ry 


ef 


Part II.—English. SAF 


Sheridan, R. B. The Rivals. Dutton. 25c. 

Spenser, Edmund. Faerie Queene. Crowell. 60c. 
Stevenson, Robert L. Treasure Island. Altemus. 40c. 
Kidnapped. Altemus. 40c. 

—— Master of Ballantrae. Altemus. 40c. 

—— Sire de Maletroit’s Door. . Mosher. ‘75c. 

—— Travels with a Donkey. 

— Markheim. 

—— Dr. Jekyll and Mr. Hyde. 

Swift, Dean. Gulliver’s Travels. Houghton. 40c. 
Tagore. The Post Office. Macmillan. $1.50. 

Tennyson, Alfred. Poems. Crowell. 60c. 

Thackeray, William M. Henry Esmond. Houghton. 80c. 
English Humorists. Crowell. 60c. 

—— Vanity Fair. Crowell. 60c. 

—— The Newcomes. Crowell. 60c. 

Pendennis. Crowell. 60c. 

Udall, Sir Nicholas. Ralph Roister Doister. Dutton. 50c. 











~ Wells, H. G. Mr. Britling Sees it Through. Macmillan. $1.50. 


Wordsworth, William. Poems. Globe Edition. Macmillan. $1.75. 
Yeats, William B. The Land of Heart’s Desire. Mosher. 50c. 
The Hour Glass and Other Plays. Macmillan. $1.25. 





-Zangwill, Israel. The War God. 





The Melting Pot. Macmillan. $1.25. 
— Children of the Ghetto. Grosset. 75c. 


4. Miscellaneous. 


DuChaillu. In African Field and Jungle. Scribner. $1.50. 
Dumas, Alex. Count of Monte Cristo. 

Hauptman, G. J. R. The Weavers. 

The Sunken Bell. Doubleday. 75c. 

Hugo, Victor. Les Miserables. Two volumes. Dutton. $1. 
Ibsen. Peer Gynt. Baker. 25c. 

The Pretenders. Dutton. 35c. 

Maeterlinck, Maurice. The Blue Bird. Dodd. $1.25. 
Parker, Louis N. Joseph and His Brethren. Lane. $1. 
Spri. Heidi (Burt’s Translation). Ginn. 40c. 








VI. LIST OF PUBLISHERS 
WITH ABBREVIATIONS USED IN REFERRING TO THE SAME. 


The following is a list of publishers to whom references have been 
made. Those marked with a * put out in form for school use many of 
the books of the preceding lists. These are usually best for class use, 
but for library purposes it is generally best to purchase the regular 
editions. Many of the books given in the lists can be gotten at local 
stores at from fifty cents to a dollar. 

In ordering books it is usually best to make up a list and submit it for 
prices to such companies as A. C. McClurg & Company, Chicago, or The 
Book Supply Company, of Chicago. 

The State Traveling Libraries Commission of Topeka is prepared to 
furnish books to schools. The charge is two dollars for each lot of fifty 
books. The books may be kept six months. In ordering address Mrs. 
Adrian L. Greene, secretary, enclosing two dollars and list of books 
wanted. 

The school should, however, not depend upon borrowing books, but 
should expend each year from fifty to one hundred dollars until a satis- 
factory library has been built up. The traveling libraries may in the 
meantime be used to advantage in supplementing the regular school 
library. 


48 Course of Study for High Schools. 


List of Publishers, With Reference Words. 


*Allyn. Allyn & Bacon, Chicago. 
Altemus. Henry Altemus, Philadelphia. 
* American. American Book Company, Chicago. 
*Appleton. D. Appleton & Co., Chicago. 
Banta. Banta Publishing Company, Menasha, Wis. 
Bobbs, Bobbs, Merrill Company, Indianapolis, Ind. 
Brentano. Brentanos, Fifth avenue and Twenty-seventh street, 
New York. 

Century. Century Company, New York. 

Crowell. T. Y. Crowell Company, New York. 
Dodd. Dodd Meade & Co., New York. 

Doubleday. Doubleday Page & Co., New York. 
Dutton. E. P. Dutton & Co., New York. 

Elliott. Elliott Madison Company, Chicago. 

Funk. Funk & Wagnalls, New York. 

*Ginn. Ginn & Co., New York. 

Grosset. Grosset & Dunlap, New York. 

Harper. Harper & Brothers, New York. 

*Heath. D. C. Heath & Co., Chicago. | 

Hinds. Hinds, Noble & Eldredge, New York. 
Holt. Henry Holt & Co., Chicago. 

*Houghton. Houghton Mifflin & Co., Chicago. 
Hurst. Hurst & Co., New York. 

Lippincott. J.B. Lippincott Co., Philadelphia. 
Little. Little, Brown & Co., Boston. 

Longmans. Longmans Green & Co., New York. 
*Macmillan. Macmillan Company, Chicago. 

McKay. David McKay, Philadelphia. 

Mosher, Thomas Mosher, Exchange street, Portland, Maine. 
Newson. Newson & €o., New York. 

Putnam. G. P. Putnam’s Sons, New York. 

Rand. Rand, McNally & Co., Chicago. 

Sanborn. B. H. Sanborn, Boston. 
*Scott. Scott, Foresman & Co., Chicago. 

Scribner. Charles Scribner’s Sons, New York. 
*Silver. Silver, Burdett & Co., Chicago. 
- Whitaker. Whitaker & Ray, San Francisco. 
Wilson. H. W. Wilson Company, White Plains, N. Y. 
World. World Book Company, Yonkers, N. Y. 





Notse.—In ordering books put out by Dutton, the library edition should be specified 
if the book is for library use. The flexible leather binding is especially desirable for. the 
student’s own personal library. In ordering the Houghton Mifflin publications for the 
library the higher-priced editions should be specified. The Cambridge edition of the 
poets is especially good. The cheaper annotated editions for class use are not the best 
for library purposes. 


STATE OF KANSAS 
DEPARTMENT OF EDUCATION. 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


191"¢ 


PART III.— MATHEMATICS. 


KANSAS STATE PRINTING PLANT. 
W. R. SmiruH, State Printer. 
TOPEKA. 1917. 

7-897 





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STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
Beate Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


ae H. J.. WATERS, 
Penacct’ of the Kansas State Agricultural catege Manhattan. 


= 


THos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


: LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 


H. W. SHIDELER, 
Superintendent of City Schools, Girard. 


L. D. ar Teen Secretary, 
Topeka. 


(3) 





PLANE GEOMETRY 
ADVANCED ALGEBRA 
SOLID GEOMETRY 
TRIGONOMETRY 

COLLEGE ALGEBRA 


GENERAL CONTENTS. 


PART St ee SYNOPSIS. 


PARTSLL aie ete ENGLISH. 

PARTSULD gee oes cee MATHEMATICS. 

PART 1Vene0es os .. HISTORY AND SOCIAL SCIENCE. 
PART 2V> 52 eee SCIENCE. | 

PART iW bee ee ee FOREIGN LANGUAGES. 

PART Wille eae NORMAL TRAINING. 

PART VIII ....... COMMERCIAL SUBJECTS. 
PART Xe INDUSTRIAL SUBJECTS. 
PARTUX CAS ee MUSIC AND ART. 


CONTENTS OF PART III. 


(4) 


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Course of Study for High Schools. 


MATHEMATICS. 


The following course of study was developed by a special committee 
appointed by the Kansas Association of Mathematics Teachers. 

The plan has been developed to operate in school systems organized 
on the six-six plan, the six-three-three plan, or where the seventh and 
' eighth grades operate on the departmental plan. 

The work of the seventh and eighth grades is in arithmetic, with an 
introduction to constructional geometry in the last term of the eighth 
grade. The work for the third year of the junior high school is the 
same as for the first year of a four-year high school. The work for 
the first year of the senior high school is the same as the second year 
of the four-year high school. 

Trigonometry and college algebra should be open to seniors only and 
should be taken only by those pupils who have had advanced algebra 
and solid geometry. Trigonometry and college algebra should not be 
offered except in high schools where the teaching force is sufficient to 
justify a large range of electives and where teachers are available 
who have had special training in advanced mathematics. Credit for 
advanced standing in college for trigonometry and college algebra can 
not be expected unless these subjects are taken as post-graduate work. 
If taken for regular high-school credits toward graduation they can 
be used for college entrance credits only. 

Teachers are encouraged to discuss with their classes at the beginning 
the value and aims of pursuing the study of mathematics; what the 
pupil may and should expect to gain from such study, and what addi- 
tional power and ability to do work he shou!d expect to develop in him- 
self as a result of the study. All pupils should have some specific aim 
in view other than the mere acquiring of fact matter, some special aim 
of personal development. If the pupils can be started with some per- 
sonal aim in view, the basis for motivation will have been formed and 
interest stimulated. 

All too frequently the fact is not brought out that mathematics 
represents one of the greatest products of man’s development from 
savagery to civilization and that the history of its development is the 
history of man’s development; that man’s work and mathematics are 
inseparable.. A brief study of the history of the various branches of 
mathematics will prove not only interesting but worthy of the time 
spent upon it. 

The pupil is seldom’ brought to see the uses in engineering, surveying, 
astronomy, etc., to which algebra and geometry are put. The commerce 
of the world depends upon transportation facilities and transportation | 
reduced to its lowest terms is a matter of mathematics, since all con- 


(5) 


6 Course of Study for High Schools. 


struction of facilities for transportation is always based on mathe- 
matical calculations. Courses of vessels at sea, rate of speed, and 
determination of correct time, al! depend absolutely on mathematical 
calculations. 

Teachers should not lose sight of the rporttaes of acquainting the 
pupil with the terminology of the subject. He should be well acquainted 
with terms, their uses, spelling, and pronunciation, and should be re- 
quired to use the terminology of the subject when taking part in the 
discussion. 

Teachers should use judgment and reason as to the amount of time 
to be spent on any given phase of work. If the pupils grasp readily 
and quickly the application of any principle, unnecessary time should 
not be spent upon it. If a principle can be fixed by the solution of 
ten or fifteen exercises when a list of thirty is given, it should not be 
necessary to assign all exercises in the list. Likewise, working all 
problems in a miscellaneous list may not be necessary. A careful se- 
lection of those which apply most directly to the principles which have 
proven difficult for the pupils may help to accelerate the work if time 
is limited. 


COURSE OF STUDY. 


VALUES AND AIMS OF SECONDARY MATHEMATICS, 


\ 


The teaching of arithmetic in the first six grades is largely utilitarian. 
The chief aim is to give the child mastery of the four fundamental pro- 
cesses with integers and with common and decimal fractions. In the 
junior high school (seventh, eighth, and ninth grades) the utilitarian 
ceases to dominate, the social becomes the chief consideration, and mathe- 
matics, as well as other subjects, seeks to enable the pupil to orient him- 
self to the world. The mathematics of the seventh and eighth grades 
should, accordingly, concern itself chiefly with the application of number 
and form relations to life conditions. The pupil should be able to under- 
stand ordinary affairs in the business world, and, ultimately, to take his 
part in them. Beginning with the ninth or tenth grade the larger values 
of mathematics, the development of the powers of induction, generaliza- 
tion, and reasoning rise above the others in importance. 

More specifically, mathematics (1) develops the ability to think and 
to express thought clearly, accurately, and concisely; (2) cultivates the 
ability to draw correct conclusions from given data and to recognize what 
conditions necessitate a conclusion; (3) cultivates the powers of indi- 
vidual attention and prolonged concentration; (4) increases the ability to 
understand science and to investigate its undeveloped fields; (5) supplies 
a content and training that will yield personal gratification to the student 
pursuing the subject; (6) creates the power to deal with a case fairly, or 
to look on both sides of an argument impartially. ; 


PREPARATION OF THE TEACHER. 


The teacher of high-school mathematics should have mastered at least 
college algebra, trigonometry, analytical geometry, and the caleulus. He 
should have had, also, some training in the history and teaching of 
secondary mathematics, and in physics, mechanics or some other field of 
applied mathematics. 

He should take one or more of the following mathematical magazines: 

1. School Science and Mathematics (monthly), Chicago. Price, $2 per 
year; to members of Kansas Association of Mathematics Teachers, sub- 
scribing through the secretary of the association, $1.50. 


Part III.—Mathematics. ¢ 


2. The Mathematics Teacher (quarterly), Syracuse, N. Y. Price, $1 
per year. Published by the Association of Teachers of Mathematics for 
the Middle States and Maryland. Devoted entirely to the teaching of 
secondary mathematics. - 

3. The American Mathematical Monthly (monthly), Chicago. Price, 
$3. Published by the Mathematical Association of America and free to 
members of that Association. Devoted to the interests of collegiate 
mathematics. 

SUGGESTIONS FOR THE HIGH-SCHOOL LIBRARY. 


The teacher should make himself sufficiently familiar with the books 
suggested below for the high-school library to be able to make ready 
reference to them. . | 
Ball. History of Mathematics. Macmillan. $3.25. 

Ball. Mathematical Recreations and Essays. Macmillan. $2.25. 


Cajori. History of Mathematics. Macmillan. $3.50. 


Cajori. History of Elementary Mathematics. Macmillan. $1.50. 
Branford. A Study of Mathematical Education. Clarendon Press, Ox- 
ford. $1.50. 
Bee: ae Teaching of High School Mathematics. Houghton-Mifflin. 
cents. . 
White. Scrap Book of Elementary Mathematics. Open Court Pub. Co., 
Chicago. $1. 
Whitehead. Introduction to Mathematics. Henry Holt. 50 cents. 
Smith. Teaching of Geometry. Ginn. $1.25. 
Smith. Teaching of Arithmetic. Ginn. $1.25. 
aes Fundamental Concepts of Algebra and Geometry. Macmillan. 
Young. The Teaching of Mathematics. Longmans. $1.50. 
Laisant. Mathematics. Open Court Pub. Co. 50 cents. 
Dudeny. Canterbury Puzzles. Dutton & Co. $1.25. 
Read Applied Problems in Algebra and Geometry (School Science 
oo Mathematics, Nov., 1909), classified and published in pamphlet 
orm. | 
FOR JUNIOR HIGH SCHOOLS. 


Smith. Topical Advanced Arithmetic. Ginn & Co. 

VanTuyl. Business Arithmetic. American Book Co. 

Hoyt and Peet. Everyday Arithmetic (three books, best thing for prac- 
tical everyday work). Houghton-Mifflin. 

Myers. Geometric Exercises for Algebraic Solution, University of Chi- 
cago Press. | 

Breslich. First Year Mathematics. University of Chicago Press. 

Walsh-Suzallo. Arithmetics. (Third book would be excellent as a ref- 
erence book. It is called “Business and Industrial Practice.”) Pub- 
lished by D. C. Heath & Co. 

Nichols. New Arithmetical Problems, Thompson, Brown & Co., N. Y., 
Chicago, or Boston. (This is a book of problems only, not methods, 
and is meant to be used for supplementary work.) i 

Ford-Ammerman. Plane and Solid Geometry. State text. 

Farm Arithmetic. Orange, Judd & Co., N. Y. 

Young-Jackson. Arithmetic. D. Appleton & Co. 

Moore & Minor. Practical Business Arithmetic. Ginn & Co. 


ARITHMETIC. 


FIRST YEAR OF JUNIOR HIGH SCHOOL (SEVENTH GRADE). 
First TERM. 


The work of the first term of the seventh year should cover the state 
text, Morey’s Advanced Arithmetic, from page 141 to 228. Additional 
problems for practical measurements will be needed and may be found 
in the texts suggested for reference. Other problems may be obtained 


8 Course of Study for High Schools. 


from business men, from the business pages of newspapers, and from 
lists. brought in by the pupils themselves. Try to get problems that are 
real as well as concrete. The manual training work will furnish many 
problems for practice in measurements somewhat similar to the follow- 
ing: 

' What is the cost of a stage requiring the following materials? 


7 pieces 2 in. by 10 in. by 16 ft. yellow pine at $28 per M. 
12 pieces 2 in. by 8 in. by 18 ft. yellow pine at $29 per M. 
5 pieces 2 in. by 4 in. by 14 ft. yellow pine at $28 per M. 
4 pieces 1 in. by 8 in. No. 1 white pine at $30 per M. 

8 pieces 1 in. by 10 in. by 16 in. No. 1 cypress at $35 per M. 


The pupils may be required to measure their class room and estimate 
the cost of plastering and carpeting it. 


SECOND TERM. 


The work of this term is concerned almost wholly with the applica- 
tions. of percentage to business liife. 

Review percentage (Morey, pp. 114-128), using simple equations with 
one unknown on one side of the equation involving only postive values 
for the unknown and simple numerical denominators. Excellent sug- 
gestions for this work may be found in Young and Jackson’s Arithmetic, 
Book III, pp. 54-49 ; Walsh and Suzzalo’s Arithmetic, Book III, pp. 310- 
319; and other recent arithmetics. This will prepare the pupil to make 
ue of an unknown i in solving various problems during the next year and 
a hal 

' The secret of success in teaching percentages is never to allow the 
pupil to get an abstract idea of per cent. This is accomplished chiefly 
by never allowing him to use the sign % without telling what the per 
cent is per cent of, except in the statement of a general truth, such as 
6%, .06, or %o0, which is always true no matter what the base may be. 
The reason for the great importance of this apparently small matter lies 
in the logical truth that a part can not be properly conceived until one 
has. a clear concept of the whole. The use of words or abbreviations 
after the sign % to indicate what the per cent is per cent of, conduces 
to clear thinking because the concept of the whole is thereby kept in 
mind at the time that parts are being dealt with. The parts are, ac- 
cordingly, conceived in their proper relations to the whole, and, by com- 
mon reference to it, in their proper relations to each other, and the 
mind pictures are kept concrete and the train of thought clear. If the 
pupil is allowed to omit the use of words or abbreviations to indicate 
what the % (hundredth parts) are % (hundredth parts) of, the parts 
are conceived in the mind of the pupil as themselves totalities, and he 
is unable to apprehend them in their proper relations to the whole or 
to each other. The tendency is toward confused or conflicting ideas and 
obscure thought. For these reasons the forms of unitary analysis, illus- 
trated on page 197 of the Smith text, conduce to clearness and power in 
thinking, although other forms may obtain the answer more readily. 

The advanced work will include Morey, pp. 236-280, covering per- 
centage, commission, simple interest, and trade discount. The work 
should be given a business setting as far as possible. 


SECOND YEAR OF JUNIOR HIGH SCHOOL (EIGHTH GRADE). 
First TERM. 


Complete the applications of percentage, selecting work from Morey, 
pp. 280-420. 

In such work the teacher should bring in first-hand information by 
means of blank forms, deposit slips, and check books, forms for borrow- 
ing at a bank and giving notes, drafts and money orders. Supplement 
the work in taxes with methods of determining rate and time of pay- 
ment in Kansas. 





Part IlI.—Mathematics. 9 


SECOND TERM. 


Since the work for this term is supplementary to the text, pupils 
should keep notebooks. References will be given for this. 
I. Square root. Morey, pp. 397-406. 


Explain first by factoring, second by a process inverse to mul- 


tiplication, where the steps are taken in the reverse order and 
the two digits are found by trial. 
II. Mensuration. Morey, pp. 228-236 and 406-409. 
III. Constructional geometry and applied problems. 


Correlate as much as possible with manual training, mechanical 


drawing and design, history, and sewing. 


Instruments: The necessary outfit is very simple. The pupil 


should provide himself with a pair of compasses, ruler, and a pro- 
tractor. The following sample set will be found very satisfactory: 
The excelsior compasses; price, 10 to 12 cents. A hardwood ruler 
with inches and fractions on one edge and centimeters on the 
other edge; price, 5 cents. Paper protractor; 30 cents per dozen. 


Emphasize the difference between draw and construct. Ford- 


Ammerman, p. 19. 


A. 
B. 


Drawing to scale. Ford-Ammerman, pp. 19-20. 

Draw and measure right, acute, and obtuse angles with pro- 
tractor. 

An angle is the amount of rotation thé line makes. Ford- 
Ammerman, pp. 14-16; Breslich, pp. 14-49. 

Vertical angles. Prove vertical angles equal by measuring and 
by paper folding. Breslich, pp. 93-95; Myers, pp 46-49. 


D. Solve selected problems from these references and draw re- 


4 


quired angles with protractor. Breslich, pp. 48-50; Myers’ 
First Course, pp. 40-50. 


. The triangle. Measure the angles with a protractor, showing 


that their sum is 180 degrees. Give many problems involving 
the angles of a triangle. Tear off the angles and apply around 
a point on a line, showing that their sum is 180 degrees. Bres- 
lich, pp. 50-53. Meyers’ Geometric Exercises, pp. 13-21. Show 
that the principle of bracing bridges, doors, and windows de- 
pends on the angles of a triangle when three sides are given. 


. Supplementary, complementary, and adjacent angles. Draw 


and measure with a protractor. Ford-Ammerman, p. 17; 
Breslich, pp. 83-92; Meyers’ Geom. Ex., pp. 2-7. 


. Perpendiculars. Begin with the mid-perpendicular, and show 


the other two special cases of this one by making the points, 
the middle first. Prove these constructions by measuring the 
angles and the lines. Ford-Ammerman, pp. 4-6; Breslich, 
pp. 164-166. 


. Altitudes of a triangle. Acute-angled triangle, three altitudes. 


Gradually increase one angle until it becomes right—two 
altitudes move out to become coincident with’the sides. In- 
creasing the angle to obtuse, the altitudes may one or both 
move outside. Ford-Ammerman, pp. 36-37. 


. Area problems in triangles. Have altitudes constructed in 


each one. Hawks-Luby-Touton, pp. 127-128; Myers, pp. 14- 
19; Breslich, pp. 80. 


. Angle bisectors, Ford-Ammerman, p. 8; Breslich, p. 60. 
. Angles transferred. Ford-Ammerman, p. 6; Breslich, pp. 


58-59. 


. Parallel lines and transversals. Find by measurement the 


relation between corresponding angles. Construct a line 
parallel to another by transferring angles. Parallelograms 
constructed by two parallels cutting two others. Construct 
their altitudes. 


10 Course of Study for High Schools. 


III. Constructional geometry and applied problems.—continued. 

M. Areas of parallelograms and problems involving them. Have 
models of solids constructed if possible. Use problems such 
as: A water tank is to be built 1 ft. 2 in. by 8 ft., inside 
dimensions, the tank to hold 60 gallons of water. How deep 
must it be to have the water level one and one-half inches 
below the top? 


ELEMENTARY ALGEBRA. 
(One unit:) 


THIRD YEAR OF THE JUNIOR HIGH SCHOOL (NINTH GRADE). 


First TERM. 


If we can find room in this course for some intensive arithmetic drill 
and can emphasize the problem side, getting our problems from practical 
life, encouraging the pupils themselves to get them, and getting at the 
principle, which can often be most easily and concisely expressed in 
algebraic language, we may be able to build a course. which will 
strengthen: both the mathematical and practical sides of our work. 
Physics, chemistry, geometry, manual training, domestic science, and 
drawing, as well as the commercial world, may be the source of problems. 
Try to have problems real to the student as well as concrete. 

Some of the subjects suggested in this year’s work are not treated 
in the adopted text in algebra; references are therefore made to other 
texts. Where the work is given in the state text the reader may find 
it by topics; the references are given only for additional or supple- 
mentary work. The following books are recommended as desirable ones 
to have on a teacher’s desk: 


Myers. Geometric Exercises for Algebraic Solution. University of 
Chicago Press. 

Myers. First Course (Sec. ed.). University of Chicago Press. 

Hart and Wells. First Year Algebra. D. C. Heath & Co. 

Breslich. First Year Mathematics. University of Chicago Press. 

Slaught-Lennes. Elementary Algebra. Allyn & Bacon. 

Long-Brenke. Algebra, First Course. The Century Co. 

- Hedrick. Algebra for Secondary Schools. American Book Co. 

Milne. Standard Algebra. Revised. American Book Co. 

Wentworth-Smith. Vocational Algebra. Ginn & Co. 

Short-Elson. Secondary School Mathematics. 2 vols. D. C. Heath & Co. 


The committee has followed the convention of referring to equations 
already made, 2x —5 = 7, as exercises, and to these for which the pupil . 
must make his own equation, such as: “James has twice as much money 
as John, and together they have 54 cents. How much has each?” as 
problems. 

First TERM. 


If the work in the seventh and eighth grades has been given as in the 
preceding suggestions, the selections A and B following may be given as 
a week’s review; otherwise they will serve as an introduction to the work 
in algebra. 


I. The simple equation. (Systematize what is known.) 

A. A day’s work on mathematicians who have done the most for 
the progress in generalized number. Give the lives of 
Diaphantus, Vieat, Descartes, and others to be looked up, and 
bring out their work in perfecting the present symbolism. 

B. Unknown on only one side solved by the statements: adding to 
or subtracting from both sides and dividing both sides by the 
same number. Hawkes-Luby-Toulon, pp. 5-8. 

C. Fractional equations: multiplying both sides by the same num- 
ber. Hawkes-Luby-Touton, p. 157; Hart, pp. 10-14; Bres- 
tich; p. 41. 


FE 


on 


Il. 


III. 


IV. 


Part [1I:.—Mathematics. iG 


The simple equation. (Systematize what is known.)—continued. 

D. Unknown on both sides. Meyers’ First Course, pp. 1-60. 

E. Problems involving above such as those found in Hawkes- 
Luby-Touton, pp. 5-7, 50-54; Breslich, pp. 39-40. Insist on 
each exercise being checked. Use problems from woodwork, 
mechanical drawing, design, sewing and cooking; such as, 

1. The rails of a table are 1146” in thickness. If the tenons 
are 4%." thick, at what dimensions should the marking 
gauge be set to run the lines so as to leave the tenon in the 
center of the rail? 

2. Figure the following bill of lumber: 

1 in. stuff at $23.50 per M. 2 in: Stuff at $25 per M. 


@lin>x 4in.x 14 ft. 2 Zin. v4 im. x6: ft: 
S47 x *S in. x12 ft. 8 2 in. x 6 in. x 10 ft. 
6 24n. x10 nex 16 ft. 25 2in. x 8 in. x 14 ft. 


40 1in. x 12 in. x 16 ft. 

3. A table top is 30 in. by 48 in. and projects 4 in. over the 
legs on the ends and 2% in. on the sides. If the legs on the 
ends are 2% in. square, how long are the ends and side 
rails if the tenons are each 1 in. in length? 

4. We have a case 6 ft. wide and 8 ft. high to build. In order 
to. be sure that the framework is square we insert a 
diagonal brace. How long should the brace be to draw the 
the framework square? 


Classification of angles. 

A. Acute, obtuse, right. Draw them. 

B. Vertical and adjacent. Ford-Ammerman, pp. 17-18. Exer- 
cises, Hart-Wells, pp. 15-16; Breslich, pp. 43-50. 

C. Angles of a triangle. Ford-Ammerman, pp. 2, 21, 35, 36. 
Problems found in Breslich, p. 52, after the sum of the angles 
has been proved to be 180° by measuring and tearing off the 
corners. 

D. Complements and Supplements. Ford-Ammerman, pp. 17-18; 
Myers Geometry Ex. pp. 2-7; Myers First Course, pp. 50-53; 
Breslich, pp. 87-92. 


Negative number. 

A good introduction may be given with positive and negative 
angles, adding and subtracting with the protractor. The ther- 
mometer problems are easy and are more or less familiar to the 
pupil. Express the numbers on a horizontal or vertical line. 
Illustrate by owning and owing, showing that positive and nega- 
tive numbers are the same size, and that the sign means a dif- 
ference in direction, or a quality of the number. Hawkes-Luby- 
Touton, p. 18; Breslich, pp. 178-200. 


Formal addition. 

Begin with lines and angles and distances on a scale, show- 
ing how the sign of the number indicates direction. Before add- 
ing literal numbers, take up adding by the use of common fac- 
tors, for example 15 + 18 is 5 threes + 6 threes, which is 11 threes. 
The advantage in using literal numbers is then shown to be a 
shorter method than using long numbers. 8(13) + 13(13)— 
6(18) = 15(18) or 195; then 8(a) + 18(a)— 6(a) = 15(a), where 
a is any number desired. Follow with addition of polynomials, 
showing why the substitution of unity will check addition. Ex- 
ercises and problems involving addition. Hawkes-Luby-Touton, 
pp. 27-32; Breslich and Long. 

Formal subtraction. 

Subtract with angles means, reverse the direction. Subtract- 
ing on the scale must be done by beginning where the minuend 
leaves off and measuring opposite in direction. Since subtract 


12 


WE 


VET; 


VITl. 


IX. 


Course of Study for High Schools. 


Formal subtraction.—continued. 

means opposite, and negative means opposite, they destroy each 
other, and 2—(—8) becomes 2+ 3. To avoid the trouble of 
measuring every time, discover that the same result may be ob- 
tained from an addition problem whose second addend is the 
subtrahend with the sign changed. Therefore we change every 
subtraction problem into an addition one by changing the sign 
of the subtrahend. Subtraction of polynomials. Check as in 
addition or by adding remainder to subtrahend. Exercises and 
problems involving subtraction and using negatives, Hawkes- 
Luby-Touton, pp. 39-42; Breslich; Long; Hart. 

Signs of aggregation. 

Little use is found for more than two sets. Give a few with 
combination of three and many with combination of the paren- 
theses with the fraction line (vinculum). Introduce with, one 
set indicating subtraction or addition expressed more compactly 
than by words. A negative sign in front of a term belongs to 
the term and is a quality of it; but in front of any sign of aggre- 
gation it merely stands for the word subtract or points to a sub- 
trahend. For example, « —3(%—5) does not mean that «—5 
is to be multiplied by — 8, but that «— 5 is to be multiplied by 3 
and then treated as a subtrahend. Exercises and problems in- 
volving signs of aggregation; such a list as Hawkes-Luby-Touton, 

pp. 55-58, 66-73. 
Multiplication. 

Begin with numbers as sums and differences in nledbinie 
form. Numbers are multiplied from right to left because they 
are determined by position; numbers written with letters do 
not depend upon position and are therefore multiplied from left 
to right, the easiest way to write them. 17 x 18 = (10+ 7) 
(10 + 8); discover that all products must be plus to come out 
right. Next 17 x 18 = (10 + 7) (20 — 2); find now that a posi- 
tive times a negative must give a negative to bring the result 
correctly. 17 X 18 = (20 — 3) (20 — 2); this will show that two 
negatives must bring a positive. Show why multiplication can 
not ‘be checked by substitution of unity, but must have at least 


x—3 w«e—bd 
two. Exercises such as a . Hawkes. Laby-Teutern 
e—4 %%—8 


pp. 59-65; Breslich, pp. 191-193; Long, pp. 71-80. 
Division. 

Begin with monomials with factors as in addition, showing 
literal ones as a generalization. Review long division with num- 
bers; continue with short exercises like 2a2— a-—J1 divided by 
a—1 as a review in the other three operations. Check by sub- 
stitution or by multiplying quotient by divisor. Hawkes-Luby- 
Touton, pp. 74-81. 

Indeterminate equations. 

Hawkes-Luby-Touton, pp. 187-202. 


Simultaneous equations. 

Introduce by graph, giving the idea of function. Graph data 
about population, mileage, prices on the market, and tempera- 
tures. Emphasize inconsistent, dependent, and simultaneous 
equations, pointing out the algebraic difference as compared with 
the geometric difference. Solution by addition and subtraction. 
Substitution may be left until needed for simultaneous quadrat- 
ics. The problems may include those on rectangles, time, rate, 
distance, per cent, combinations of numbers, work, and digits. 
Hawkes-Luby-Touton, pp. 187-202, 203-207, 209-216. 








II. 


IIT. 


IV. 


Part III.—Mathematics. 13 


SECOND TERM. 


Type forms in multiplication. . 

Begin with the case (2% —83) (3% +7), and specialize into 
the squares and product of the sum and difference, reviewing 
long multiplication as a check. Give the geometric representa- 
tions. Show arithmetic short cuts, such as squares of numbers 
ending in 5, 352 = 1225; the product of any two numbers ending 
in 5; numbers expressed as sum or difference of two numbers, 
992 = (100 —1)?; and 23 x 46 by algebraic method. Prepare 
for later work in completing the square by filling in missing 


terms. Hawkes-Luby-Touton, pp. 93-99. 


Factoring. Show it as the inverse of multiplication. 
(The references are to Hawkes-Luby-Touton. ) 


Many cases in factoring are not needed at this time. The 
common monomial factor (p. 104), the trinomials (pp. 108-114), 
the binomials, and difference of two squares (p. 115), will be 
sufficient. The cubes may be taken if there is time, the rest of 
the cases being left for the eleventh year. Omit H. C. F. and 
L. C. M. as separate subjects. Use reduction of.fractions to 
lowest terms (p. 137, ex. 1-16) for practice work in factoring 
after a literal fraction has been shown to be a generalized num- 


24 
ber eration: For example, reduce — to lowest terms is written 
4 


8(3) 8 

, canceling the common term = —. (It is proper to say 

15(3) 15 

cancel here because it is division. 8a— 38a do not cancel; they 
8a 8 


destroy.) Also, as in = —, literal fractions have the H. 
15a 








- C. F. set out in a more prominent form. Multiplication of frac- 


tions given first as above (pp. 149-151), then still more gen- 
eralized when solved by factoring polynomials. 


Teach addition and subtraction of fractions as a kind of formula 
for numerical fractions. 


Bi? a 7b § Ba + 20"'a cad +.b¢ 
Ret eae og ng Ss 
6 24. 3 6 Bee ae OL bd 
All literal processes are merely extending numerical processes 


by short cuts or taking out the common factors, the letters. 
Hawkes-Luby-Touton, pp. 144-146. 


Quadratic equations. 

Give solution first by diagram, given in Ball’s History of 
Mathematics, p. 157, then by graph, showing with case of the 
parabola why there are two roots, and finally by factoring. 
Hawkes-Luby-Touton, pp. 261-266, 122-130. 

Fractional equations with binomial and trinomial denominators, 
few of more than two fractions, of the types. ; 
34 4 4—¥” 6 — 2 
= 3 and a ‘ 
et+t4 xae—83 2—xe 1+%2 
including many which simplify into a factorable equadratic. 
Problems involving the above. Hawkes- Na Se pp. 160-175. 














14 


VI. 


VII. 


VIII. 


TX. 


XI. 


XII. 


Course of Study for High Schools. 


Ratio and proportion. 

Treat as another way to write a fraction. Teach pupils to 
express in fractional form and to connect with the laws of com- 
mon fractions. Give exercises in fourth, third, and mean pro- 
portionals, and construct them to given lines. Teach the theorems 
as exercises in the manipulation of fractional equations. Prob- 
lems coming from geometric data, as a line parallel to the base of 
a triangle (Hawkes-Luby-Touton, pp. 178-186), and those in 
inaccessible distances by the properties of similar triangles. 
Breslich, pp. 127-149. Variation as an application of ah Age 


Square root. 

Recall arithmetical square root. Generalize the processes, using 
the inverse of (a + 6)? and the geometric representation. Give 
exercises in estimating roots and in reading a table like the one in 
the back of Ford-Ammerman’s Geometry. Hawkes-Luby-Touton, 
pp. 228-237; Table, p. 422. 


Radicals. 

Reduction of quadratic surds and iprationh equations such as 
may be used in geometry. Two cases of simplification: factoring 
the radicand and removing denominators from the radicand. 
Discuss commensurable and incommensurable lines as far as they 
bear on rational and irrational numbers. Show their representa- 
tion also on circles. Hawkes-Luby-Touton, pp. 248-245, 247, 
249, 255. 


Quadratic equations by completing squares. . 
Review the factor method, then use the solution by making 
the coefficient of «2 unity so that the square is always completed 
by the square of -half of the coefficient of «. Have the pupils 
write the names of the steps at first, so they will be impressed 
with doing everything to both sides. Give enough literal equa- 
tions so that the pupil may develop his own formula and may be 
able to use it. Select problems taking in as much as possible of ~ 
the preceding work. Hawkes-Luby-Touton, pp. 270-279. 
Review simple simultaneous equations and learn solution by sub- 
stitution. Hawkes-Luby-Touton, p. 208. 


Simultaneous quadratics. 

Continue function idea in the graph. Problems from the 
Pythagorean theorem as well as the ordinary sources. Hawkes- 
Luby-Touton, pp. 306-307. 

Progressions. 
Illustrate savings accounts, insurance, and Christmas savings. 


PLANE GEOMETRY. 
(One unit.) 


FIRST YEAR OF SENIOR HIGH SCHOOL (TENTH GRADE). 


The discussion is based on Ford-Ammerman’s Geometry. 


Constructions. 

Keep clear in the pupil’s mind the distinctions made on page 
19 between constructions, drawings, and sketches. Review the 
fundamental constructions by copying the figures on page 33 in 
Ford-Ammerman, or those in the fore part of Slaught-Lennes, or 
some of the many splendid ones in Sykes’ “Problems for Geom- 
etry.” The construction work from now on should be proved 
correct the same as a theorem. Care should be taken not to give 
so many constructions that a careful criticism of them will be 
impossible. In teaching to make new ones, have the pupil as- 


Part III.—Mathematics. 15 


I. Constructions.—continued. 
sume that the construction is made and pick out its properties; 
he may then be able to put these together in the right order. 
Scatter this work along with the other two phases so it will sup- 
plement them. 

II. Algebraic problems. 

This side of the work should not be neglected. There are 
many exercises in our text, but these might well be supple- 
mental to others from Bush and Clark, Wentworth, Smith, 
Slaught and Lennes, or Phillips and Fisher; especially in the 
fourth, third, and mean proportionals, segments of one side of a 
triangle made by the bisector of the opposite angle, those coming 
from the Pythagorean theorem, and the trigonometric ratios. 

III. Theorems. 

A little practice in syllogisms from every-day life will im- 
press on the class the general form of a demonstration. Such an 
outline was read before the Kansas Association of Mathematics 
Teachers by Dr. U. G. Mitchell, University of Kansas, in 1913, 
and may be had upon application to him. 

Have pupils be careful to use a well-made figure, and one that 
is plausible, but they must on no account use the properties of a 
special figure in their proofs. Discuss three methods of proof: 
The algebraic or analytic, which is the same as the name indi- 
cates; the equational method already familiar to the student; the 
application method, used when there are not enough previous 
propositions in that subject to use the others; and the converse 
or indirect method. Naming the steps in the proof helps the be- 
ginner to get a logical proof, and tabulating the acceptable 
reasons, definitions, axioms, and previous. propositions will teach 
him to give careful and exact statements in proof. The order in 
the text need not be changed but demonstrations from other texts 
stimulate the interest, and may be encouraged with profit, as may 
original proofs also. Do not permit pupils to cite definitions, 
axioms, theorems, etc., by number or page. They should always 
be called on to give the references by complete statements. 


IV. Originals. 

The text does not offer a very large number of original 
theorems, but the teacher may always supply enough from other 
sources to provide the better students with sufficient exercise in 
that line. An original exercise offered immediately after a 
demonstration fixes the properties of the theorem. The different 
proofs of the Pythagorean theorem are interesting and new ones 
may be stimulated by them. Solving an original is like getting a 
construction; assume it is true and find out the properties of it 
and the proof will follow. Analyze it, saying a will be true if b 
is true, and b is true if c is true, until you come to one you can 
prove, then work back to a. Tabulate the ways of proving angles 
equal, or lengths of lines equal, so that when proving an original 
the pupil can name over all the ways until he can select the 
easiest one to use. Point out the use of congruent triangles, as 
the method that will work oftenest. 


First TERM. 


The first term should cover the material about to the end of chapter 
II, page 125. Neat, accurate form work should be required. Emphasize 
the triangle group as the most important of all because more theorems 
may be proved by it then by any other group. Construct triangles from 
all the data given in proving them congruent. Use as much algebra 
work as possible, especially in similarity theorems. If the exercises on 
pages 83 to 88 take too much time, a certain number may be selected, say 


16 Course of Study for High Schools. 


30, from those requiring the most vigorous proof. Also among those on 
pages 120 to 125, twenty-five or thirty would be a fair number to require. 
Whether to give the incommensurable case proofs on pages 111 to 131 
should depend on the interest of the class. 

The use of the locus in the solution of problems needs more emphasis 
than is given on pages 79 to 92. Its application in the graphical work 
in algebra should be brought out again. Pages 109 and 191 to 194 con- 
tain all the work given on the theory of limits. More examples and illus- 
trations than the text gives need to be used. Any good geometry will 
supply additional material illustrative of the limit and loci ideas. 


SECOND TERM. 


The work with the trigonometric ratios may be supplemented with 
problems from other texts, and with local problems. The Pythagorean 
theorem may be introduced after a historical sketch of the development 
of geometry and the part played in it by Pythagoras. During the tenth 
year, if not before, pupils should become familiar with the lives of 
Euclid, Pythagoras, Archimedes, Thales, Descartes, Carden, Pascal, 
Fermat, Napier, and Newton. 

Show how many theorems depend upon the Pythagorean theorem. 
Have as many different proofs as possible and encourage new ones; 
about 20 may be found in numbers I and II of Heath’s Mathematical 
Monographs. Generalize the Pythagorean theorem into the square of 
the side opposite the acute and obtuse angles. 


ADVANCED ALGEBRA. 
(One-half unit.) 


SECOND YEAR OF SENIOR HIGH SCHOOL (ELEVENTH GRADE). 


Familiarity with the text in algebra is assumed, so that suggestions 
made here are by subject rather than page. 

Since the solution by quadratic equations is included in the first year | 
of work, there is a comparatively small amount of new subject matter to 
be covered in the third term of algebra. 

The work will be (1) a review of the principles; (2) an extension of 
the ideas of the meaning and possibilities of algebraic expression; and 
(3) as many applications of the mathematical knowledge the pupils have 
gained in their ten years of schooi life as can be brought into the course. 

‘1. In the review, study the nature of each of the fundamental oper- 
ations, so that the rules of operation are understood. In this it is help- 
ful to use much arithmetic material. By teaching fractions as a form 
of division they can be brought under these same principles. Drill on 
manipulation of fractions, and fractions with integers, will help toward 
skill in dealing with such equations as . 


3] [z-2} —22 
2: (vi 8 weal 





In factoring, the emphasis should be placed on the binomial and 
trinomial, but if there is time, the factor theorem gives a new and in- 
teresting point of view and introduces the idea of equations with more 
than two roots and the relation between the degree of an equation and 
the number of roots. The equation in all its forms should be the central 
feature in the review work, with insistence on accuracy of solution, | 
and verifying for roots rational or irrational. 

2. In the extension of algebraic and number concepts fractional, nega- 
tive, and zero exponents, and imaginaries come in. Cultivate familiarity 
with the new forms and their meanings. Fractional exponents can be 
introduced naturally through the finding of roots. In teaching imagi- 
naries it is better to use z for the unit. 





Part [1I.—Mathematics. LG 


_. As new work, some equations involving radicals may be given; those 
in quadratic form involving fractional or negative exponents; quadratic 
equations involving two unknowns. 

The amount of this work must be determined for the particular class. 

The functional idea can be well brought out in the work of variation 
(taught as proportion), in graphical interpretations, and in study of 
progressions. These last are interesting for problems involving increase 
—as depositing a certain amount in a bank, with fixed addition (or 
multiplication) each week. Some study of logarithms is valuable and 
interesting if there is time for it. 


3. We must recognize the fact that advanced algebra has been elimi- 
nated as a required course. This means either that the enrollment will be 
limited practically to those who are preparing for college work, or that we 
-must make out of it a course that will prove worth while to the student 
who does not expect to take advanced’ work in the subject. Men in the 
business world are constantly telling us that they can take pupils from 
the grades and train them more quickly than they can train the average 
high-school student, to do the particular work they want done—which 
is, of course, largely arithmetic. 

If we can find room in this course for some intensive arithmetic drill 
and can emphasize the problem side—getting our problems from prac- 
tical life and encouraging the pupils themselves to get them—and getting 
at the principle, which can often be most easily and concisely expressed 
in algebraic language, we may be able to build a course which will 
_ strengthen both the mathematical and practical sides of our work. 
Physics, chemistry, geometry, manual training, domestic science, and 
drawing, as well as the commercial world, may be the source of prob- 
lems. Try to have problems real to the student as well as concrete. 

It is not intended that the divisions entitled (1), (2) and (3) should 
be taken in chronological order, but that these elements should all have 
a part in building the advanced algebra course. 


SOLID GEOMETRY. 
(One-half unit.) 


SECOND YEAR OF SENIOR HIGH SCHOOL 
(ELEVENTH GRADE). 


Those suggestions of a general nature, made on the plane geometry, 
naturally carry over into the solid division of the subject. The material 
may safely be given to most classes just about as it comes. Watch care- 
fully in assigning exercises the time actually required for their com- 
pletion, especially in those involving computations of length without 
much reasoning. Encourage and require large use of the tables found 
in the book, class drill with them being advisable. 

If the class is weak, extra work on the formulas of a practical nature 
resulting from geometrical proofs is valuable; if the class is strong, 
supplementary work of an elementary nature on the conic sections from 
the geometric point of view may add interest and value, along with 
reading in the history of mathematics and its applications. Reading 
along the lines of the vocational aspects of mathematical learning will 
prove an added stimulus to the mastery of the course, and furnish an 
incentive for further pursuit of mathematical truth. 

Having pupils construct models for those figures which are hard to 
see in a plane will make the work plainer and easier. 


2—C. S. part III. 


18 Course of Study for High Schools. 


TRIGONOMETRY. 
(One-half unit.) 


THIRD YEAR OF SENIOR HIGH SCHOOL (TWELFTH GRADE). 


The work in plane trigonometry should include definitions of the six 
trigonometric functions as ratios; relations between these six functions; 
values for the functions for 0, 80, 45, 60, 90, 120, 135, ete.; solutions of 
right triangles with practical applications; formulas for the sine, cosine, | 
and tangent of the sum or difference of two angles for all angles; formu- 
las for the sum or difference of two sines or two cosines; expressions for 
the functions of double and half angles; trigonometric identities and 
equations; use of tables of natural functions and of logarithms of func- 
tions; circular measure of angles; inverse trigonometric functions; solu- 
tion of oblique triangles with practical problems. If time permits the 
graphs of the trigonometric functions should be included. It may be 
that some classes will be able to include also some work on inverse 
trigonometric identities and De Moivre’s theorem. 

It is of fundamental importance that pupils obtain clear ideas of the 
trigonometric functions when they are presented. For that reason there 
should be some work with ruler and protractor at the beginning of the 
course. For example, in beginning the course the teacher may develop by 
comparison of similar triangles the fact that in any triangle the two 
acute angles and the six ratios of the sides are eight quantities so re- 
lated that if any one of them is given the other seven are fixed. The 
pupils may then be given exercises in finding by actual measurement the 
ratios when an angie is given, and the angles and other ratios when one 
of the ratios is given. They should next construct angles varying by 
five degrees from zero to ninety degrees and determine by measurement 
the approximate vaiues of their trigonometric ratios. It will be found 
helpful to make the constructions on squared paper. The results should 
be tabulated in the form of a table of natural functions and handed in 
for the instructor’s examination. A reasonable amount of such work will 
_be found very profitable. 

It should be made clear to pupils that the use of logarithms is not 
necessary for the solution of trigonometric problems, but that it is con- 
venient. They should be led to see that the use of logarithms, by substi- 
tuting addition and subtraction for multiplication and division, econo- 
mizes both time and labor. The first “heights and distances” problems 
should therefore be solved by the use of the tables of natural functions 
before logarithms are introduced. 


COLLEGE ALGEBRA. 
(One-half unit.) 


THIRD YEAR OF SENIOR HIGH SCHOOL (TWELFTH GRADE). 


The half-unit of college algebra should include the following topics: 
Simultaneous quadratic equations with their graphs; inequalities; the 
binomial theorem in its general statement but not its general proof; 
logarithms; determinants; and theory of equations. 

In most cases the work should include a four or five weeks’ review of 
the elementary algebra, with the emphasis on the solution of problems. 
Allowing: five weeks for this review, there will remain about sixty class 
periods for covering the topics mentioned above. 

Below is given a suggested distribution for these Bees periods and 
some suggestions in regard to their teaching: 


I. Simultaneous equations with their graphs (twelve periods). The 
equations should include the standard forms of the conics with axes 
parallel to the axes of codrdinates. Students readily become able to 
distinguish from the form of the equation whether the ‘curve is a para- 


! 


Parcel. ——M athematics. 19 


; bola, ellipse or hyperbola and the plotting is aided even if the plotting 
has to be done by points. The chief aim should be to bring out the num- 
ber of solutions to be expected and criteria for determining their nature. 


Il. Inequalities (three periods). The value of inequalities is partly 
due to the fact that the subject allows the teacher to point out that 
some of the laws of inequality which were found to hold for positive 
numbers fail to hold when the number system has been. extended by the 
introduction of negative numbers. 


Ill. Binomial theorem (three periods). By actual multiplying out of 
powers of a + b the student may be led to discover for himself the prin- 
ciples of the binomial theorem and may learn its general formulation and 
application; but a rigorous proof by mathematical induction will in 
general be found to be beyond the ability of the class to appreciate or 
fully master and may well be omitted. The “proof” given in many col- 
lege algebras is not rigorous. 


IV. Logarithms (ten periods). In introducing the subject of loga- 
rithms it is worth while to have the students read up the history of their 
invention and to discover that they are a device for replacing multipli- 
cation and division by the easier operations of addition and subtraction. 


V. Determinants (twelve periods). The evaluation of second, third, 
and fourth order determinants should be included and the application of 
at least the second and third orders to the solution of equations. 


VI. Theory of equations (twenty periods). The work should include 
the functional notation, remainder theorem, use of synthetic division, 
transformations of equations, Descartes’s rule of signs, and Horner’s 
method. In using Horner’s method the roots should first be located by 
means of the graph. . ° 


If the class does not need all of the time allowed for review of any 
of the above topics, the time may well be used on the following topics: 
Complex numbers with graphical representation; permutations and com- 
binations; algebraic solutions of the cubic and quartic. 





STATE OF KANSAS 
DEPARTMENT OF EDUCATION. 


pievtirmcrry Ae Pianta ¢ 
' ye * : -@ ’ iy 
HAIVERSITY wif ; ; 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


Le 


PART IV.—HISTORY AND SOCIAL SCIENCE. 


KANSAS STATE PRINTING PLANT. 
W. R. SmitH, State Printer. 
TOPEKA. 1917. 

7-710 








315 
Bee KIS ch 
9'1" 


STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topelat 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan 


THos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 


H. W. SHIDELER, 
Superintendent of City Schools, Girard. 


uh ] foonts 


L. D. WHITTEMORE, Secretary; 
Topeka. 


(3) 


| 23 Tuly : diag 





CONTENTS. 





BARTS Uiek Beene nee SYNOPSIS. 

PARTS LIP a: vas ENGLISH. 

PART ALE. y, scares MATHEMATICS. 
PART TIM: gastee cans HISTORY AND SOCIAL SCIENCE. 
PART Veet sate 2 SCIENCE. 

PARTSV air an ats FOREIGN LANGUAGES. 

PART Ville ee NORMAL TRAINING. 

PART “Vibe eae COMMERCIAL SUBJECTS. 

PART OER Se ears INDUSTRIAL SUBJECTS. 


PART Xo ee hee Music AND ART. 


(4) 


Course of Study for High Schools. 


HISTORY AND SOCIAL SCIENCE. 


It will be the purpose here not to develop and present a syllabus but 
to present methods and suggestions for carrying on the social courses. 
There are five things which enter into the study of History and Social 
Sciences: (a) The teacher; (b) the pupil; (c) the recitation; (d) the 
textbook and reference material; (e) illustrative material. 


THE TEACHER. 


No teacher can see more than he has made himself capable of seeing, 
nor can he explain what he is not capable of sharing. No other core of 
subjects in the high-school course makes a greater demand upon both 
the scholarship and the pedagogical skill of the teacher, or upon his 
personality, than history, civics and economics. It is a fallacy to say or 
think that any one can teach history or civics, and administrative heads 
make a grave mistake if the social studies of their schools are distributed 
among their teaching force on that assumption. The most interesting 
story in the world would fail to impress the hearer if it were presented 
in a halting, incoherent, fragmentary fashion. The teacher whose eyes 
must be constantly glued to the textbook is a helpless menace to good 
results. 

The properly conducted scientific demonstration progresses to the 
reasoned and inevitable conclusion by an orderly and systematic series 
of mental steps; so also the method used in the conduct of history or 
civic recitation is merely the artistic and scientific treatment of the sub- 
ject matter. If this method be well ordered, vigorous and psychologically 
stimulating the reaction on the part of the pupil will be satisfactory. 
No person can teach history unless he is an earnest student of mind 
activity as well as of subject matter. The presentation must meet the 
receptive powers of the pupil. He must be led, not dragged, through the 
field. He grows by what he makes a part of himself and it is the 
teacher’s function to create the desire in him to grow. 


THE PUPIL. 


The pupil comes to take up the study with no definite idea why. 
Perhaps he has developed an interest in the grades in stories of history 
and the lives of prominent men. Perhaps he is an ardent militarist and 
thinks of history in the terms of war and conquest. More commonly he 
takes the course because of some requirement or outside pressure. Of its 
social value, its bearing upon his own life, he appreciates but little and 
has probably been taught less. His schooling has no doubt been largely 
textbookish—that is, reading and reproducing; accepting the thing as 
stated with little if any application. He has never had the fascination 
of tracing the sequence by which successive occurrences are seen to pro- 
duce their necessary results, and causes, however remote, converge upon 
a common end. He is at an age when the objective, the heroic, the social, 
will appeal. At the age when ideals are created and foundations laid for 
future life. At an age when enthusiasm can be aroused, but if once 
aroused must be satisfied. The pupil problem is, for the teacher, as big, 
if not bigger, than the subject presentation problem. 


(5) 


6 Course of Study for High Schools. 


THE RECITATION. 


The pupils and the teacher meet in the recitation. If there is one 
thing the recitation should not be it is the reproduction of something | 
committed from a textbook. It should be a place to unify and relate the 
various reading done by the different members of the class. A clearing- 
house of facts and ideas collected or conceived by the members of the 
class in the process of studying or developing some phase of the subject 
matter. When ideas and facts lead to thinking the recitation is profit- 
able. . - 

The recitation should not be a lecture by the teacher. He should be 
on his guard against talking too much. This fault is altogether too com- 
mon, especially among young teachers who have come directly out of 
college where they have been in contact with lecture courses. It is the - 
mental activity of the pupil that is desired and not his entertainment. 
By pointed questions, suggestions and effective illustrations, the recita- 
tion should be made the place where the pupil is taught to handle his- 
torical material and to learn history. 

One very important function of the recitation is to prepare the pupil 
to study intelligently the next phase of the work. Textbooks are some- 
times difficult and need illumination. The pupil may have long been 
accustomed to page to page assignments and not know how to develop a 
topical assignment. Perhaps he does not understand the value of an 
index or table of contents nor know how to make use of them. Fre- 
quently physical and political geography are absolutely essential to a 
correct understanding of an advance assignment. The importance of the 
geographical setting must often be developed if impressions are to be 
correctly fixed. Often the anticipation of some of the chief difficulties to 
be overcome, showing that the teacher is sympathetically thinking in 
terms of the pupil, will overcome antagonistic tendencies on the part of 
some pupils. Teachers should remember that the recitation period is 
their opportunity to inspire pupils to do independent thinking in con- 
necting to-day’s work’ up with that previously gone over and see that it 
points the way toward the work of the next day. It shows them how to 
analyze material, to verify a statement, also to vivify it, to recognize a 
principle when stated and know the difference between a principle and 
detail. 

THE TEXTBOOK AND REFERENCE MATERIAL. 


In no case should the textbook become a limiting tyrant either to pupil 
or teacher. It must of necessity be the basic guide in the search for in- 
formation. It is the pupil’s first source and in case of limited reference 
facilities will become, on many points, his only seurce; but he should be 
encouraged never to accept it as the final word if he can possibly find 
other information. The encyclopedia, the library, the chart, map, atlas, 
current magazines and daily papers, state documents, statutes, public 
records, older people who have lived through certain political and social 
conditions should all be utilized as sources when available and applicable. 
The index and how to use it may well form the basis of one or two days 
study. Few high-school pupils ever use or know how to use an index. 


ILLUSTRATIVE MATERIAL. 


The history class room should be a laboratory for the study of social 
progress; charts, maps, pictures and models are as necessary as the 
apparatus of the physics laboratory. Pictures, models, casts, physical 
charts, lantern slides and statuary are useful factors in making history 
alive. 

GENERAL SUGGESTIONS. 


1. Be sure that the pupils realize that in studying history they are 
studying their own inheritance. That if they expect to be able to in- 
terpret present-day human activities, they must have some understand- 
ing of the development of the race. Most pupils have never been brought 





Part IV.—History and Social Science. 7 


face to face with this idea and the teacher must bring them to realize its 
importance. Time spent in so doing is well spent. 

2. The great object of history study is to learn how man became 
what he is from what he was. 

3. Do not lose sight of the importance of great historic figures or 
personalities, but do not fail to show them in an atmosphere of real life. 
To say that Alexander was a great conqueror, that he marshalled an 
army, crossed into Asia, conquered all the known world and then cried 
because there were no more worlds to conquer, has very little real vital 
interest. But a study of the conditions, social, political and economic at 
home and abroad which made it possible for Alexander to accomplish 


‘what he did can be made intensely interesting. 


4, History will fail if it is merely a study of past events. It must be 
a study of past conditions and institutions if it has life. 

5. Do not fail to utilize the pictures in the textbook, time spent in 
their study is well spent. The highly graphic, pictorial monuments and 


_ records of the East, when accompanied by proper explanations and study, 


may be made to serve as the most practical and successful introduction 
of the public school pupils to the history of early man. And when ade- 
quately explained, these records serve to dispel that sense of complete 
unreality which hampers the modern young person when approaching 
the career of ancient man. 

6. Any anchievement of man to be of historical value must have a 
bearing upon some future condition or development in man’s progress. 
If it does not, do not waste time on it. 

7. The teacher should study the preface and appendix of the text- 
book. Many valuable aids and suggestions may be found there for 
vitalizing the work. (See especially the appendix to the Westerman text, 
“Questions for informal discussion, comparative studies and exercises.” 

8. Dates are important. But do not make the mistake of having the 
pupil learn isolated dates. A very successful way of fixing dates of 
events is for the instructor himself to make a practice never to mention 
or discuss an event without also mentioning the date. He may also 
insist that his pupils adopt this practice. This furnishes a reason for 
having the date in mind. 

9. Notebooks. Unless notebooks are properly used and properly kept 
they are of no value. Notebooks may be made very helpful to the pupil 
if the notes are taken in a form which will prove of value as a foundation 
for advanced lessons and in preparation for reviews and examinations. 
Unless the teacher is willing to spend time with the pupils teaching them 
how to keep a notebook and in carefully criticising them, they will have 
a tendency to be of little value. This criticism must involve the use of 
English as well as the history information. The pupil should never be 
allowed to present his notebook kept in utter disregard of the principles 
of correctly written English when he is at the same time a student of 
English. 

Notebooks should be written in ink only. 

A uniform notebook~-should be used throughout the school in all 
classes; if this is impossible, at least throughout the class. 

It is possible to burden pupils with notebooks that require a great 
amount of mechanical labor which, so far as helping the pupil to a better 
understanding of history, is a mere waste of time. The mere reproduc- 
tion of paragraphs from text or reference books is worse than useless. 

Much successful teaching can be done without the use of a formal 
notebook. 

Notes taken on outside reading should show evidence of the pupil’s 
progress. He must learn to sift. Many times a rapid glance over a 
paragraph or several of them may bring to mind a conclusion, an im- 
pression or may establish a fact which can be and should be stated by 
the pupil in one concise sentence. 


8 Course of Study for High Schools. 


In addition to outside reading the notebook should contain: (a) Sum- 
maries of facts and inferences gained from the classroom discussions 
and conclusions. (b) Maps or charts which have a direct bearing upon 
some special phase, and constructed as the result of study and analysis 
(the ordinary use of the outline map books as observed over the state is - 
of comparatively little value; it consists usually in copying, even to the 
colors used, some wall map or textbook map; a careful study and dis- 
cussion of these would be far more useful). (c) Outlines of special 
study. For example, those of suggestion No. 3 of ancient history, or 
outlines to show the parallel tendency of human progress wherever 
found, such as religion among all peoples, architecture, etc. (d) All 
special reports which the pupil is called on to make. 

The notebook should be the work of the pupil himself and should 
show his individuality. If he adopt the work of some one else or if 
the teacher dictates the exact content and form, the main purpose of 
the notebook is defeated, viz.: to give the pupil training in classifying 
and arranging material; to test his powers of discrimination between 
the important and the unimportant; to trace relations through a series of 
lessons and to record facts in an intelligible manner for future use. 

10. Because the social, political, religious and economic sides of 
history have been more directly pointed to in the suggestions does not 
necessarily indicate that wars are to be shunned. Wars play an in- 
separable part in human progress and can not be neglected. Their 
causes and effects are intricately woven into the social, political, re- 
ligious and economic makeup of the people involved. When studied from 
this standpoint a war assumes its proper place in historical study. The 
history teacher will find few problems he can raise which will awaken 
the interest and response on the part of his pupils as will the study 
of the conditions and events leading to a given war, and the social, 
political, religious or economic results of the struggle. Great personali- 
ties invariably appear in wars and frequently come to control, absolutely, 
the situation; but there is always some great underlying cause or con- 
dition which made it possible for them to do so. Personal ambition 
may play an important part, but it can do little without the underlying 
conditions to work upon, and how little personal ambition ever plays in 
the great final settlement. 

That study of a war which consists in learning the dates; the leaders; 
the battles fought; the number of killed, wounded, and missing in each 
battle; the numbers fighting on each side and all the other insignificant. 
details which so frequently take up the time of class discussion is a 
mere waste of time and energy and should be avoided. Dates of wars, 
as fixing the location in procedure of time and of human development, 
are important but should be fixed as a consequence of class discussion, 
not learned as isolated facts. 

In study of wars the part played by the economic or commercial 
conditions should especially be noted. 

11. Time spent in the beginning of history study to establish an at- 
mosphere for the work is never lost. To get the class started from 
the correct point of view is a long step in solution of the presentation 
problem. The teacher should make sure at the outset that the opening 
survey of the field conveys clear ideas to the pupil. 


His tORN: 


Courses in ancient, medieval and modern history may be offered on the 
basis of two different sets of text books: (a) the Westerman-Harding; 
(b) the “European Outlines,” Part I and Part II, by Robinson, Breasted 
and Beard. 

The use of the former involves the adoption of “The Story of the 
Ancient Nations,” by Westerman, as the first-year text, and of “New 
Medieval and Modern History,” by Harding, as the second-year text. 


Part [V.—History and Social Science. 9 


The first year is devoted entirely to the study of ancient history down to 
800 A. D. with special emphasis on Greek and Roman history. The 
second year is devoted to the study of the medieval period followed by 
a brief study of the strictly modern period, that is, since 1789. The use 
of the latter involves the adoption, as textbooks, of “European Outlines,” 
Part Iand Part Il. Part I, the text for the first year, involves the study 
of ancient history and medieval history down to 1700, giving a brief but 
clear presentation of the important features of history study for these 
periods. Greek and Roman history is given less scope but not less em- 
phasis on the important features. Part II is the text for second-year 
history and involves the study of strictly modern period, emphasizing the 
political, commercial, social and religious development of the modern 
European nations, especially developing international relations. This 
division of the work in history is in accordance with the latest recom- 
mendations of the national committee on the reorganization of history 
courses in the high school. In using this series as texts the teacher must 
keep in mind two things: first that a great part of the detail of ancient, 
especially Greek and Roman history is and must be eliminated and an 
emphasis placed upon the outstanding features bearing upon race de- 
velopment; second that he himself must be thoroughly conversant with 
and appreciative of the development of European peoples since 1700. 


ANCIENT HISTORY. 


Norr.—Ancient history may be offered as one unit of history, or in combination with 
medieval history as one unit. 


Prof. James Henry Breasted has given to the history teachers of Kan- 
sas the following hints on how and why ancient history should be studied: 


It was Aggassiz who, standing at the foot of an Alpine glacier and 
watching the slow transportation of boulders on the creeping ice, the. 
grinding and cutting by which the vast ice masses were sculpturing 
the rock, and the rushing torrent fed by the melting ice—it was Agassiz, 
I believe, who first perceived that these operations of the glacier were 
the continuation of the long process by which the great northern ice 
cap had in past ages been so largely instrumental in fashioning mueh of 
the present surface of the northern hemisphere. Since then it has be- 
come a commonplace of knowledge, that the geological processes of by- 
gone ages are still largely in operation, and in conformity with this fact, 
children of little more. than kindergarten age are taken out to streams, 
lakes, hilltops and valleys, in order to observe the precesses still going 
on. The geography of the present day, and the processes revealed by 
geological science as having been in operation for sons, are, for the 
intelligent teacher of geography, inseparable subjects. For the geolo- 
gist the present is usually made to explain the past; for the geographer 
the past is made to explain the present. The forces studied by the geogra- 
pher and geologist are too vast to be controlled by him, or in any way 
manipulated so that he can repeat the experiment as the chemist does 
in his laboratory. The geologist can not set a glacier going, or ex- 
plode a made-to-order voleano. He must wait until nature furnishes 
him with these phenomena in actual operation. When she does so, as 
we have observed in the case of the glacier, the geologist of course ob- 
serves processes and results which explain to him many things other- 
wise not intelligible in the curious wreckage of the past which covers 
the surface of our earth. 

“What is thus a commonplace in the methods of modern natural 
science, is equally true of the study of man and his career by the historian. 
Although the conscientious historian should be exceedingly cautious in 
explaining the present by means of the past, or even in merely illustrating 
the past by means of modern processes, there can, nevertheless, be no 
doubt about the procedure in teaching history in the secondary schools. 
The history teacher should make it clear that the subject he is taking up 


10 Course of Study for High Schools. 


with his pupils is life, human life in its everyday aspects with which 
every pupil in the room is familiar. Perhaps the best way to accomplish 
this is to begin with the primitive man, and to ask the boys in the class 
to give some account of the makeshifts and temporary devices, for them 
perhaps real inventions, by which they supplied the lack of various home 
conveniences and equipment, when they are out on some summer camp- 
ing expedition. They must be brought to see that their fundamental 
needs on such a trip were food, clothing and shelter. The last two proba- 
bly brought from home, but for the first, if they were really roughing it, 
they were depending on their own skill as hunters and fishermen. They 
must then imagine themselves not only deprived of every implement and 
device brought from home, but what is more, they must conceive them- 
selves without any knowledge that such things might be devised. Let 
them remember, for example, that even our great grandfathers had no 
matches. 

“The story of man for the secondary schools, then, is not constitu- 
tional history or political development in the first instance; but it should 
begin with the fascinating struggle by which the primitive man, bare- 
handed, confronted the wilderness and slowly devised the weapons, tools 
_and implements by which he made conquest of the material world about 
him. 

“The next important point to be impressed upon the pupils is, that 
from the day when man made his first stone implement down to the 
present moment, he has left behind as it were, a trail of such works 
of his hands, by which we may now follow his progress and trace the 
path along which he has come. There are few regions of the United 
States which ean not furnish, as an illustration of this fact, a stone 
hatchet or arrowhead left behind by the Indians. I saw recently, pre- 
served as a curiosity in a great modern manufactory of agricultural 
implements, a plow with a wooden plowshare tipped with iron, which had 
been in use in this country only a century ago. Such things, preserved 
in oriental lands for many thousands of years, have revealed, and as 
discovery proceeds, are still revealing more fully, many important steps 
by which civilization was first gained in the Orient, and developing there, 
was transmitted to barbarian Europe. which then itself began to carry 
civilization to higher levels than it had attained in the Orient. 

“This transmission of civilization from the Orient to Europe, a process 
made possible only by the Egyptian invention of sea-going ships with 
sails, should be impressed upon the pupils as the beginning of oversea 
commerce and colonization, leading eventually to the discovery and coloni- 
zation of our own land. For the earliest maritime life of the eastern 
Mediterranean, begun by the Egyptians, and developed by the Cretans, 
was carried westward by the Pheenicians and Greeks, and the western 
Mediterranean became for the early peoples the first new world to be ex- 
plored, colonized and commercially developed as new markets and espe- 
cially new resources like mineral wealth, were found there. The earliest 
fine stone buildings in the western Mediterranean were those of the 
Greeks in southern Italy and Sicily, and they still survive in many 
places there, to be shown to the young student of history as visible 
evidence of the process by which the western Mediterranean was finally 
civilized, and with it ultimately western Europe also. The voyage of 
Columbus from this civilized western Europe, was thus only the con- 
tinuation of a process which began in the eastern Mediterranean four 
thousand five hundred years earlier; and the colonization of America 
which followed the voyage of Columbus was the final phase of westward 
migration begun by the Greeks an Phoenicians twenty-five hundred years 
before Columbus was born. 

“Such facts are but a few from the great mass of facts covering the 
whole range of man’s life, showing how ancient history has disclosed to 
us the earlier stages of processes which are still going on around us, 
and while indiscriminate generalization in this direction is inadvisable, 


Part IV.—History and Social Science. 11 


it is to my mind obvious that the teacher in the secondary schools should 
make as full use of this great truth as may be necessary to impress his 
pupils with the fact that in taking up ancient history they are not fol- 
lowing a watercourse which has run dry, but a great stream of inex- 
haustible human life, the life of our ancestors and our own. 

“This view of ancient history in itself prescribes the method to be 
employed in teaching it, and already above suggested. The fundamental 
principle underlying the method should be the reality of the ancient 
life to be studied—a reality which becomes the more evident when we 
discern ancient life as simply an earlier stage of our own, peopled by 
men and women endeavoring to accomplish the same ends and to meet 
the same needs as those which control our cwn course of life. In my 
-experience this sense of reality can best be gained by constant study of 
actual material survivals from the ancient world. Such materials are 
not easily accessible to the history teacher in the secondary schools. 
Ancient coins are the chief original documents which he could most 
easily obtain. An admirable survey of all such illustrative materials, 
obtainable at moderate cost, is given by Professor Robinson of Johns 
Hopkins, in a recent number of the Classical Weekly.* Photographs will 
naturally be the teachers chief reliance, and these are plentiful and 
easily obtainable. The most available are those of Underwood & Under- 
wood. 

“The teacher will himself gain great profit and enjoyment, as he 
gradually acquires the art of making such objects, whether originals 
or photographic reproductions, tell to the pupils the story which every 
work of human hands may be made to tell; while the gain to the pupils 
in interest, enthusiasm and ability to acquire the necessary facts is 
incalculable. I have endeavored to exemplify this method to the fullest 
possible extent in my ‘Ancient Times.’ A study of the pyramid dia- 
gram (fig. 38) in that book will show, for example, how impressively 
these surviving monuments still serve as an imposing line of landmarks, 
revealing the splendid upward march of emerging civilization. The 
insistent reality of these monuments still rising on the margin of the 
desert adds immensely to the reality of the ancient career which they 
reveal. A youthful recruit in the Roman army, landing for the first 
time in a Roman war harbor in Italy, becomes a very human reality 
when the boys and girls of to-day are able to see a photograph of his 
first letter to the good old father at home, and to read the young 
soldier’s story of his stormy voyage, his new uniform, his military name, 
his first installment of pay, and his pleased announcement that he is 
accompanying the letter by a picture of himseif, intended of course to 
show the proud wearer in his new uniform. (See “Ancient Times,” Fig. 
253.) Sentimental interest is not the only gain in this case. The class 
also learns with what precision the ancient Roman military postal 
system operated. 

“Finally such a method begins with the assumption that the career 
of man, like the operations of nature about us, was not a matter of 
books, but a process which has left its traces and its records behind. 
By a study of these we recover the ancient process, the human career, 
and all books of any intrinsic value have merely gathered up what can 
be learned from such surviving traces and records left by man. Be- 
ginning in this way, the pupil may from the very first day escape the 
usual and fatal impression that history is a matter of facts or statements 
recorded in a book. Once this common impression has been created, the 
reality of the human career in ancient times is not likely ever to dawn 
upon the mind of the average pupil. 

“TI fear I have already appropriated tco much space to say very 
much about the purpose of studying ancient history. The culmination 
of all this great order of things about us is modern civilized man. Man 








* Classical Weekly; Vol. X, No. 1, Oct., 1916. 


12 Course of Study for High Schools. | Ape 


and his works are the greatest result which a developing universe has 
yet brought forth. We study the earlier phases-of the universe which 
brought forth worlds like ours, we study the developing earth itself, its 
vegetable life, its living creatures, as they are now and as they were 
ages ago. Shall we not then learn anything of the earlier chapters in 
the human story, telling us how we became what we are? We feel a 
reverence for the mysterious and beautiful world about. us—a reverence 
akin to religion. Shall not a similar feeling animate us toward the 
career of the most nobly endowed creature which the universe, as known 
to us, has yet brought forth? But quite apart from inspiring and 
more general considerations such as these, there are many others more 
practical and specific, which should incline ail our history teachers to 
take the greatest pride in their work, and lead them to the conviction 
that the subject they teach is for every pupil in the schools, the indis- 
pensable culmination, the apex without which all study is lamentably 
incomplete. The helplessness of the average American citizen in con- 
templating our own international situation to-day is chiefly due to his 
complete unfamiliarity with the history of imperialism in the past, es- 
pecially its long development in the ancient world and its culmination. 
in the Roman empire, the most nearly universal system. of imperial 
power which man has yet erected. No man in a republic like ours is 
qualified to deal intelligently with the great range of public questions 
which he is called upon to decide without some knowledge of earlier 
human experience in dealing with the same questions. The average 
man’s repugnance to a system of universal compulsory service for the 
state is due to his unacquaintance with the beneficial results of some 
such system among earlier men. The innumerable sects and religious 
fads, which flourish in the United States as nowhere else in the world, 
are in no small measure due to the unfamiliarity of our people with 
the simplest. facts of man’s religious history. To sum up in a word, 
the natural sciences furnish us with a knowledge of the stage and 
its setting, on which the human drama is being played; history presents 
us with the drama itself, and the acts now being played before us and 
by us are totally unintelligible without a knowledge of those which have 
gone before.” 
GENERAL SUGGESTIONS. 


1. Making of models of clothing, weapons, etc., may help in arousing 
interest in special cases. Some pupil who shows lack of interest may be 
aroused if asked to work out some such illustrative material. 

2. Before beginning the actual study of the ancient people, lead pupils 
to discover their own social, political, moral, religious and economic sur- 
roundings. -For example, lead them to see what the family is by analyz- 
ing their own family, its governmental, religious, economic and cultural 
sides. That all families are much the same in organization. That it is 
very probable they always have been. How the groups of families make 
up the social group. That the groups will have all the features of the 
family and some that are separate or distinctly group features. De- 
velop then the various group features such as the religious, govern- 
mental, economic, cultural and study the so-called ancient peoples from 
these various points of view. The pupils soon realize that these peoples 
of whom they study lived, ate, worked and slept, much as people do now, 
that their work represented the highest thought that had been developed 
up to their time and that in their time they solved many problems of 
human existence and originated and developed many of its best features 
of which we to-day are the beneficiaries. 

3. One way of creating an interest is by the development of certain 
phases, social side lines, they might be called, and to watch the progress 
made by each group. For example, one might be “‘The Place of Woman,” 
another “The Education of the Young,” or “The Trades and Occupa- 
tions,” “The Results of Invention and Discovery in Arts and Sciences,” 


Part IV.—History and Social Science. 13 


“International Relations.” Such side lines might be placed in the hands 
of single individuals or of a committee of two or three who’s duty it 
would be to make a report, at the end of the study of any given group. 

4. During the past few years expeditions of exploration and dis- 
covery in the Orient have made wonderful and vital contributions to the 
history of the human family. Modern discoveries in the Orient have 
deubled the length of the historic age. Its relative importance in our 
study of the history of mankind is thus readily seen to have assumed 
greater significance and must be awarded careful treatment. Recent 
archeological discovery has carried back the development of human 
arts at least fifty and perhaps two hundred thousand years. The im- 
portance of the careful study of the early life and civilization should not 
be lost sight of. It is not merely an introduction to Greek and Roman 
history and should not be studied from that viewpoint alone. They 
_ should be studied from the standpoint of the things they developed which 
may have a bearing on the development of other civilization, but not 
merely. as an introduction. 

5. In taking up Greek history the teacher should never allow himself 
to be lost in detail. Careful treatment should be accorded uses and adap- 
tations of oriental influences which affected the Greeks during their early 
history. One age or civilization follows another, not as a distinct and 
separate period, but as an outgrowth of the ages preceding it. The pro- 
cess of adaptation and development should be followed closely during 
the middle period and on into the time of Roman influence. Institutional 
rather than political history should receive emphasis. The necessary 
background of political events must be presented, but Art, Religion, 
Education, Commerce, Industries, etc., should not be subordinated to a 
study of the unimportant military or political struggles. 

6. In taking up the Roman period we have the rich and varied herit- 
age of the Oriental and Greek civilizations to keep in mind. Roman con- 
tributions and modifications are now to be followed. We must no longer 
be bound by tradition in the treatment of this period but must subordi- 
nate mere happenings resulting from political intrigue and unimportant 
military activity to a careful study of Roman society, government, in- 
dustry, commerce, religion, art, and literature. Care should be taken to 
build the proper framework of political organization in order that form 
and coherence may be given to the study of the points mentioned above. 

7. The importance of emphasizing the introduction, growth and de- 
velopment of Christianity and the church should not be overlooked. Its 
acceptance by the government of the Roman ‘Empire as the official re- 
ligion, the resulting absorption by the church of the governmental forms 
and titles, and the logical assumption of power by the church when 
Roman government went to pieces become an interesting study, and 
throw much light upon the place of the church and the part it plays in 
the medieval period. 

8. What our young people ought to know is at least a summary of the 
human career. Whether the stages of progress in that career are called 
historic or prehistoric is a matter of little consequence, provided only that 
we can establish the facts for every stage. Now progress is most easily 
discerned and apprehended by the young student as he surveys a series of 
things which were attained or achieved by early man for the first time. A 
line drawn through the points where these achievements took place marks 
the direction of early man’s progress, and hence those things that were 
done for the first time are the essential and significant things. As the 
line of progress rises we discern two vast periods, the first representing 
man’s conquest of the material world—a conquest which is still going on 
—and the second representing his conquest of the spiritual world, though 
of course both lines of progress went on together and are still going on 
at the present day. The ability for the first time to kindle a fire, to ex- 
tract metal from ore, to train and domesticate the mountain goat and 
the wild sheep, to cultivate the wild grasses until they became grain, to 


14 Course of Study for High Schools 


build a wall of stone masonry, to build and launch a sea-going ship; these 
and many other things done by man for the first time may be made to 
mark for the young student the slow but steady advance of man in his 
control of the world about him. Among these conquests in the material 
world which are so instructive, the Orient has far more to tell us than 
early Europe. If we turn to the second stage, that of man’s conquest in 
the spiritual world, we have to note at once that the dominating religion 
of civilized Europe and America to-day is an Oriental religion. It was 
in the East that man discerned for the first time that right is higher than 
the will of the gods; that men are to be morally accountable in the here- 
after. In the Orient men for the first time gained the ability to express 
in writing, first pictorial and then phonetic, and Europe in all her history 
never produced an alphabet. Every alphabet in use in the western world, 
from the Indus (including Sanskrit) to the Atlantic, was of Oriental 
origin. 
MEDIEVAL HISTORY. 


Norse.—Medieval History may be combined with either Ancient or Modern as one unit. 


1. The medieval period is the one in which the teacher most frequently 
becomes lost in detail. This should be guarded carefully. It is the chang- 
ing period during which man left his ancient ideas and developed his 
modern ones. The great social and industrial changes are of especial 
importance. The church, feudalism, monasticism, the crusades, the guilds’ 
and city leagues, the development of the spirit of nationality, the growth 
of present European powers are some of the features around which to 
build the work on this period. 

2. Throughout the study of this period special emphasis should be 
placed on English history, especially those parts which bring out the 
development of the English constitution and parliamentary government; 
development of ministerial government; English commercial development, 
English colonial development and international relations in which Eng- 
land plays a part. Likewise. all conditions which in any way bear on 
the study of American history should be emphasized and their bearing 
pointed out; for example, with the study of the age of discovery and 
exploration, and the extension of geographical boundaries, the teacher 
should instill in the minds of the pupils the proper background for the 
discovery of America. This phase of the work should not be left for 
the teacher of American history but should be followed with care through 
the entire study of the medieval period. 

3. Reference work and search for information outside of the text- 
book has an important place in the study of medieval history. The pupil 
should be called on frequently to report on some special phase of the 
work. Such reports should always be reviewed by the teacher before 
they are presented to the class and should always be followed by class 
discussion. 

MODERN HISTORY. 


Notre.—Modern History may be offered as one unit; or in combination with Medieval 
as one unit. 

This field has grown in importance in the last five years, until there 
are few who do not agree that if we expect to get the best out of our 
own lives we must know something about the other peoples who are 
now living, their manners, customs, their ways of solving the problems 
of daily life which we ourselves are trying to solve. If we expect to 
be able to keep up with our own times, to read the daily paper and the 
current magazine intelligently, to know what they are saying when they 
tell of the English parliament, the German reichstag, the French cham- 
bers, etc., it is vital that we become acquainted with present-day con- 
ditions among other peoples. 

As a nation of people we do not stand and walk alone in this world. 
We are not commercially, economically or socially independent though 
we are politically so. 


Part I V.—History and Social Science. 15 


If men and women to-day expect to move freely in their sphere and 
to live the fullest life they must have a working knowledge of world 
conditions of the present and how they came about. It therefore becomes 
the duty of the teacher to so familiarize himself with modern history as 
to be able to present it in its fullest sense. Here, more than elsewhere 
in the field of history, the teacher should guard against allowing per- 
sonal opinions, likes or dislikes, to bias the search for the truth. 

The teacher should guard against allowing the pupils to cloud the 
study of modern history by starting discussions of current events, such 
discussions often usurping time that should be spent in the development 
of the more vital phases of the study. 

The detail of government in European countries can not be gone into, 
but an understanding of the general workings can be brought about. 
Comparison with our own forms. will tend to fix facts. 


ENGLISH HISTORY. 
(One unit.) 


It is recommended that English history as a separate course be given 
only in schools which are prepared, by well-organized and ample teach- 
ing force, to offer four years of history proper. ‘Where but three years 
can be offered, as in the majority of schools, English history as a separate 
unit should not be attempted. Always the English history side of med- 
ieval and modern history should be especially emphasized. 

1. In the study of English history the teacher should keep constantly 
in mind the super-importance of such phases as: 

(a) Social development. 

(b) The growth and development of the English constitution, parlia- 
ment, ministerial government and English democracy. 

(c) The growth and development of English commercial activities; the 
vast importance of the Industrial Revolution. 

(d) Growth and development of English colonial activities, inseparable 
from the commercial. The colonial policy before the American revolution 
and after. The federated British Empire. 

(e) The development of the policy of control of the sea; reason for it. 

(f) England’s place in international relations. Balance of power. 

2. Do not allow the detail of foreign wars and civil strife to befog the 
progress in the fields of greater value. Causes and results of foreign 
wars and civil strife are unquestionably vital but one can easily become 
lost in their detail. 

3. In the presentment of this subject it is believed that additional in- 
terest will be aroused if the instructors will impress on the minds of their 
students the fact that a knowledge of English history is absolutely neces- 
sary to a thorough and complete understanding of their own country’s 
history. A satisfactory knowledge of American colonial history .is im- 
possible unless one keeps in mind the English background. In like man- 
ner, the. American revolutionary controversy becomes more intelligible 
when students recognize that the Americans in that struggle stood for 
the same principles that Hampden, Cromwell and others defended in the 
English civil war of the seventeenth century. 

4. Use of maps should be especially emphasized. Let the student: see 
by the aid of maps how the Anglo-Saxon kingdoms expanded little by 
little into the modern British Empire, which has been such an important 
factor in the progress of civilization. As to what particular maps should 
be assigned for class work, the instructor’s judgment may be relied on to 
determine the suitable ones. 

5. It is also suggested that readings from books or sources other than 
the text be assigned from time to time. The student should be required 
to present to the class the result of his investigation so all may profit by 
it. The value of reading outside the text lies in the fact that a view 


{ 


16 Course of Study for High School. 


different from that of the text is obtained. This enables the student to 
consider the subject from several angles and gives him that which is ab- 
solutely necessary to an understanding of all history——a view point. 

6. The author gives some good advice and suggestions in the preface 
to the textbook. 


AMERICAN HISTORY. 


(One unit.) 


1. The teacher should guard against spending too much time on the 

period of discovery and colonization and the Revolution. The average 
pupil has touched this field before and can cover it rapidly. The major 
portion of the time should be reserved for the study of the development 
under independent government, that is, from 1783 to the present. As an 
example of ways of acceleration in study of the period previous to 1783, 
study Massachusetts as the type of New England colonies, Maryland of 
middle colonies, and Virginia of southern colonies. Study them in detail, 
then spend about three days studying all colonies similar to the three 
types. 
Again, instead of studying the congresses and conventions of the pre- 
revolutionary period as the chronological order of procedure would bring 
each up, make them the’ subject of one or two specific recitations, bring- 
ing out the facts which have important bearing. 

Again, it should not be necessary to work out the Revolution in minute 
detail. Causes tersely put; genéral view of campaigns with decisive ac- 
tions and results should be ample. 

2. The outline is put in to suggest to the teacher ways of emphasizing 
the various phases. 

3. Five lines of development may be followed after 1783, viz.: Polit- 
ical, territorial, commercial, industrial and social. 

4. For,the purpose of getting a view of any given topic in its en- 
tirety chronological outlines of various topics may be kept by the pupils. 
Suggested topics are: 

The national bank and banking laws.’ 

Immigration. 

Labor troubles, laws and unions. 

Slavery events. 

Territorial acquisitions. 

Foreign relations. 

Political parties, showing issues and candidates. 

Tariffs, with graph showing in what years duties were high and 
low. 

Inventions. 

Internal improvements. 

Political and social reforms. 

State versus national authority. 

Finances and panics. 

Kansas events. 


Great men. 

When these outlines have been made they can be compared to ad- 
vantage, for example: If the student is interested in a particular year, © 
he sees from the outline on political parties that a certain party was in 
power at that time. Then a look at the tariff outline shows how the 
supremacy of this political party changed or failed to change the tariff. 
Likewise, one can see the effect of the party in power on the foreign 
policy and finances in the country, and so on through the other outlines, 
always seeking the reasons for what is discovered. 

5. To make the past seem real and interesting, such exercises as the 
following are valuable, but must not be indulged in too frequently: 

(a) The writing of an imaginary letter of a colonist in America to 
some friend back in the old country. The student should base it on some 


Part IV.—History and Social Science. 17 


actual facts and imagine the rest, and may choose his colony and par- 
ticular circumstances. 


(b) Student may write a newspaper article applicable to some time 
and place in the past. 
(c) Student may write a political speech of some great man and de- 
liver it before the class. Or there may be a debate between two states- 
men. Example from the period of Jackson: Jackson and John Quincy 
Adams afford a good contrast, and one student represents the polished 
Adams and another the crude Jackson. The events and issues of the 
_ presidential campaigns of 1824 and 1828 give a good setting. A debate 
can be had which not only adds interest in the work, but gives the stu- 
dents a clearer idea of the men themselves and the issues which interested 
people at that time. If desirable, Clay, Calhoun and Webster can also 
be worked into the occasion. 

6. Maps. Students are too often allowed to fill out outline maps 
_ by copying from a chart on the wall, and when the copying is done the 
work is ended. There should be as little copying as possible. It is 
very important that the student should stop and consider his map after 
it is finished, and see what conclusions he can draw from it which were 
not so evident without the making of a map> . 

Example. On a map showing the Union states, the Confederate 
states, the slave states which did not secede, and the territories at the 
time of the Civil War, together with the principal points of interest in 
the war, the following conclusions might be drawn: 

(a) The South had considerable coast to be blockaded. _ 

(b) Washington, D. C., surrounded by Confederate Virginia and 
slave-holding Maryland, was in a critical position. 

(c) Possession of the Mississippi by the North divided the con- 
federacy. 

(d) The great stretch of unsettled territory between Kansas and 
California made the transcontinental railroad a necessity to unite the 
Union. 

(e) Slave-holding Missouri, projecting north of most of the slave 
states and in front of Kansas, helps to explain Quantrill’s raid and 
other border troubles in Kansas. : 

7. Do not let the discussion of minor and immaterial details cloud 
up and confuse the main points; control the discussion. — 

8. Special attention should be given to the activities of the federal 
government since the opening of Spanish-American War. The topics in 
the outline following this event that need emphasis have been starred 
thus (*). sts 

This period represents one of great activity of the federal govern- 
ment in fields which touch the daily life of the individual. 

9. If the teacher hopes*to make history study illuminative of _the 
present, he must himself know the present, not merely have an opinon 
on it. Applications of the past to the present can only be made by study- 
ing and knowing both. 

10. The outline is placed here as a guide and help, not as a master. 
That portion of the outline dealing with historical study and methods is 
intended to apply to normal training; we suggest that this be taken up 
at the closing of the year’s work after the study of the subject proper has 
been concluded. The entire class can study this phase to a good ad- 
vantage. A week should be devoted to this part of the work. _ 

11. In the successful teaching of history the two most essential requi- 
sites on the part of the teacher are the ability to arouse the interest of the 
pupils and the faculty of leading them to see relations. And the’ follow- 
ing course of study, since it is intended primarily for the use of teachers, 
has been prepared with this thought in mind rather than with the view 
of including all topics that will necessarily be touched upon in a year's 
work in the subject. In other words, the outline is intended to be such a 


2-H. S. Part 4 


18 Course of Study for High Schools. 


one as shall carry with it some thought of proper methods of teaching as 
well as serve as a guide for systematic study. 

Beginning not later than the third grade, pupils should be introduced 
to the unconscious study of history through the medium of story and 
biography. This work should be continued through the fourth and fifth 
grades. It should be a regular part of the school curriculum and should - 
be given not less than twice a week. This may be done in connection with 
the language work or, when opportunity offers, in connection with the 
reading lesson; but it should be given. It should constantly introduce 
new historic facts and incidents which by their nature and by the form in 
which they are presented will entertain and consequently interest the 
children. These stories are much better told than read, but occasionally 
may be read. They should invariably be reproduced either orally or in 
writing by the pupils, and the pupils should be encouraged to find out 
for themselves additional facts or similar incidents to relate. 

All this necessarily presupposes the ability on the part of the teacher 
to tell stories. And no teacher is properly equipped to teach young chil- 
dren until this ability has been developed. An excellent manual for this 
purpose is Bryant’s How to Tell Stories to Children, published at one 
dollar by Houghton, Mifflin & Co., Chicago. 

As sources of suitable material for the stories themselves the following 
are suggested: 


List price. 
First Book of. American History, Eggleston. American Book Co., Chicago...... 60 cents. 
Stories of American Life and Adventure, Eggleston. Am. Book Co., Chicago... 50 “ 
Great Americans for Little Americans, Eggleston. Am. Book Co., Chicago...... 402% 
Pioneer History Stories, McMurry. Macmillan Co., Chicago, 3 vols., each...... AQ ania 
American Pioneers, Mowry. Silver, Burdett & Co., Chicago................. Ghia 
American Leaders and Heroes, Gordy. Charles Scribner’s Sons, Chicago...... CBG 34 


After the completion of the story and reproduction work in the fifth 
grade some interesting and well-connected narrative primary history, 
such as McMaster’s, should be taken up in the sixth grade. If the book 
selected be itself well written and he supplemented by additional oral 
matter the pupils should by the end of the year have acquired sufficient 
interest in, and insight into, their country’s history satisfactorily to take 
up the formal study of the subject. But without such a foundation they 
will be utterly unprepared to do so. 


OUTLINE OF AMERICAN HISTORY. 


The topics here outlined should be thoroughly discussed in class, differ- 
ent authorities should be consulted on methods of teaching history, and in 
the classroom work, observation work, and practice teaching the conclu- 
sions drawn should be kept constantly in mind. 


A. Historical study. 

1, What it is—a study of the highest form of life activity. 

2. Why pursued in the schools. 

a. Information. 

Inspiration. 
Appreciation of duties and responsibilities. 
Awaken interest in historical reading and activities of 
men. 
Develop ability to judge and reason. 
Direct the development of the imagination. 
Gain knowledge of books and skill in handling Hares 
Develop the ability to classify facts. 
Develop scientific habit of mind. 
Make the world better by avoiding repetition of the mis- 
takes of the past. 


Bo os 


eat IAT AD 


Part IV.—History and Social Science. 19 


B. Methods of historical study. 
1. In primary grades. 
a. Subject matter. 

(1) Character of. 

(2) How obtained. 

(3) How presented. 

(4) How used by pupils. 

b. What should be accomplished in— 

(1) Biography. 

(2) Anniversary celebrations. 

(3) Current history. 

(4) Historical reading and interest. 

2. In intermediate grades. 
a. Subject matter. 

(1) Character of. 

(2) How used. 

(8) How correlated. 

(4) Kinds that should not be used. 

b. Results to be secured in— 

(1) Information. 

(2) Reading habits. 

(3) Character of reading matter. 

(4) Formation of ideals. 

(5) Training for citizenship. 

(6) Attitude toward fellow pupils, the school, ‘and 
the public. 

3. In grammar grades. 
a. The teacher. 
(1) Preparation. 

(2) Historical library. 

(3) His interest in present-day activities of the 
world at large. 

b. Subject matter. | 

(1) Textbook. 

(2) Outline books. 

(3) Supplementary books. 

(4) Collateral reading. 

(5) Source books. 

(6) Secondary works. (Instructor should distinguish 
clearly between source books and _ secondary 
works, and point out examples of each in school 
library.) 

(7) Outline maps. (The Foster maps, by the His- 
torical Publishing Company, Topeka, and the 
Ivanhoe maps, by Atkinson, Mentzer & Grover, 
Chicago, approved by State Texthook Commis- 
sion.) 

ce. Manner of handling the subject. 

(1) Uses to be made of— 
(a) Written work. 
(b) Special reports in class. 
(c) Theme work on special topics for in- 

vestigation. i 

(d) Progressive map work. 
(e) Notebook. 

(2) Relative advantages or disadvantages of out- 
lines. (Hall’s Outlines, A. Flanagan & Co., Chi- 
cago, 30 cents, postpaid; approved by State Text- 
book Commission.) 

(a) Made entirely by the student. 


20 Course of Study for High Schools. 


B. Methods of historical study——continued. 

(b) Made to direct the student to be com- 
pleted by him. “Learning by doing.” 

(c) Fully prepared. 

(3) Teacher and class. 

(a) Nature of questions asked. 

(b) Discussion of motives of character 
studied. 

(c) Use of hypothetical questions in training 
to judge results; such as: Would the 
Mississippi valley have been settled as 
soon had the early explorers and settlers 
come to the Pacific instead of to the 
Atlantic coast of America? with reasons 
for answer. 

(d) Suitable texts, supplementary books, and 
reference works for properly teaching 
United States history. 


DISCOVERY AND EXPLORATION. 


A. Relation between geography and history. (See Channing’s Student’s 
History of United States, or for still fuller treatment Brigham’s 
Geographic Influences in American History, $1.25, Ginn & Co., 


Chicago.) 
1. Temperature. 
2. Rainfall. 


3. Land configuration. 

4, Navigable rivers. 

5. Scientific discoveries and inventions. 
BR. The aborigines: (For this and discovery and naming of America, see . 

especially Fiske’s Discovery of America.) 

1. Origin. 

2. Relation to Mound Builders... 

3. Appearance, character, and manner of life. 

4, Number in 1492 and now. | 

5. Name and location of chief tribes. 


C. Pre-Columbian discoveries of America. 
1. The Northmen. 
a. When, where, and why. 
Ds Proofs of their discovery. 
c. Importance. 
2. Other nations making claims. 
a. Evidence. 
b. Importance. 


D. The discovery of America by Columbus. 


1. Causes. | 
a. Scientific—The Toscanelli letter and map. (This and 


following subtopics are intended as merely suggestive 
and not exhaustive.) 


b. Literary—the revival of learning. 
ec. Commercial—the fall of Constantinople. 
ae Religious. 
Miscellaneous. 


De Ghrieiohee Columbus. 
a. Life and character. 


b. Voyages. 
(1) Number, purposes and results of each. 


(2) General results. 
E. The naming of America. 
(Show connections of following: Line of demarcation, Vasco de 
Gama, Cabral, Americus Vespucius, and Waldseemiiller. ) 


e 


Part IV.—History and Social Science. 21 


E. The naming of America—continued. 
1. Was the naming the result of deception and fraud, or was it 
the logical outcome of events? 


F. Discoveries and explorations of Spanish, near: French, Portu- 
guese, and Dutch. Give in regard to each— 


hE Lime. 
2. Place. 
3. By whom. 


4, Conflicting claims to territory as a result. 


G. Early attempts at settlement. 
1. Where made. 
2. By whom. 
3. Why. (Compare those of different countries. Show the effect 
upon Spanish colonization, and upon Spain herself, of the 
easily gotten wealth she found in the new world.) 


H. Effect of defeat of “Spanish Armada” upon settlement and later 
. history of America. 


I. Treatment of the Indians. 
By the Spanish. 
By the English. 

By the French. 

By the Dutch. 
Results. 


PERMANENT ENGLISH COLONIZATION. 


A. aa each of the thirteen colonies by the following outline: 

Name of colony. 

Place settled. 

Date of settlement. | 

Classes of colonists and leading persons. 

Object of settlement. 

Forms of government, local and in relation to the mother 
country. 

Religion. 

Education. 

Important events in history of the colony. 

B. va ptability of colonists and country to each other in each of the 
thirteen colonies. (Have pupils notice wherein location influences 
development, as study progresses. ) 

Some topics worthy of special study in connection with early colonial 
history. 

1. Boundary questions. (See Channing’s Student’s History, 
Thwaites’ The Colonies, in Epochs of American History.) 

a. Virginia by charters of 1606, 1609, and 1612. 

b. Pennsylvania—Mason and Dixon line, extended how far 
west? 

e. Connecticut. 

d. Southern boundary of Maryland. 

2. Forms of local government. (See Fiske’s Civil Government, 
and Sloan’s French War and the Revolution, chap. II, in 
American History Series.) 

a. The country as a unit. 

(1) Where found. 

(2) Why. 

(3) Effect on later local and national government. 
b. The town as the unit. 

(1) Where found. 

(2) Why. 

(8) Effect on later local and national government. 


OMA Howey O71 09 LO pt 


QQ 


22 


Course of Study for High Schools. 


C. Some topics worthy of special study—continued. 


oe 


“ 


Religious affairs. (See Sloan’s French War and the Revolu- 
tion, chap. II.) 
a. How regarded in each colony. 
b. Troubles: 
(1) With Roger Williams. 
(2) With Anne Hutchinson. 
(3) Salem Witchcraft. 
(4) In Maryland—toleration act of 1649, and later 
troubles. 
(5) Gradual growth of toleration. 
Notable failures and their causes. 
a. Communism, 
b. Locke’s ‘Grand Model.” 
ec. Oglethorpe’s philanthropy. 
Introduction of slavery and representative government in Vir- 
ginia, 1619. 
“Fundamental Orders of Connecticut,” 1639, the first real con- 
stitution in America. ; 
a. What provision of our present constitution comes from 
this Connecticut constitution of 1639? 
United Colonies of New England, 1643—beginning of the prin- 
ciple of federation. (Every step in the development of this 
principle should be traced as study progresses.) 
Indentured servants—‘“‘the poor whites.” 


THE STRUGGLE FOR A CONTINENT. 


The instructor should show, and have the pupils verify so far as pos- 
sible, that the first three intercolonial wars had their origin in European 
conditions—in the struggle of England and France for world supremacy 
—while the French and Indian War began in America over American 
conditions, though European considerations later became involved. The 
Medieval and Modern History of West, Myers, or any other good au- 
thority, will give the necessary facts. 


_A. Intercolonial wars previous to the French and Indian War. — 


at 


2. 


Cause of each. 
Results in Europe as well as in America. 


B. The French and Indian War. 
1; 


2. 


DP oR 9 


~] 


Causes—-remote and immediate—in Europe and America. ’ 
Events leading to the war: 

a. On part of English. 

b. On part of French. 
The three most important strategic points (why?) and Pheit 
capture—Fort Duquesne, Louisburg, and Quebec. 
Minor events. 
Results: For England, France, Spain, and the colonies. (A 
“turning point in the world’s history.” Why?) 
The proclamation line of 1763—purpose and result. (See 
Foster’s History of the United States.) 
Conditions in the Colonies, 1760-1770. (See Davidson, Sloan 
and Alice Morse Earle’s Home Life in Colonial Days, popular 
edition, 50 cents, Macmillan Company, Chicago.) 


Books and literature. 
Political life. 


a. Population—its distribution; composite character. 
b. Social life. 

ec. Occupations. 

d. Education. 

e. 

f:; 


= 


Part IV.—History and Social Science. 23 


THE REVOLUTION. 


Colonial policy of England. (In studying this topic the general 
European view of colonies should be investigated, the attitude of 
England toward her colonies should be compared with that of other 
countries, and—as always in the study of history—the spirit and con- 
ditions of the time should be considered.) 

1. Before 1760. 

2. After 1760, with reasons for change. 


Navigation laws, and acts of trade. 

Purpose of earlier acts. 

Purpose of later acts. 

Difficulties of enforcing. 

Writs of assistance. (Compare with search warrants as au- 
thorized by our present constitution.) 

Ideas of colonists as to legality of writs—actual legality. 

Ideas of colonists as to legality of navigation acts—actual 
legality. 

Ideas of representation and extent of right of suffrage. (See Mc- 
Laughlin’s History of the American Nation, and Channing, and in- 
vestigate the question of parliamentary reform in England; for the 


SUN AG Ben 


. latter purpose any good English histcry will serve.) 


1. British. 
2. Colonial. 


New attempts at colonial taxation. 
Stamp act—reasons for; provisions; kinds of tax. 
a. Results—stamp- act congress—repeal. - 
Declaratory act. 
Townshend acts (emphasize all of them) ; kind of tax; purpose 
for which to be used; changing attitude of colonists, and why. 
Nonimportation agreements. 
Boston massacre. 
Committees of correspondence. 
Boston tea party; changed attitude of colonists regarding tax- 
ation. 
8. The five intolerable acts—name, provisions, and purpose of each, 


Other causes of the Revolution. 
1. “The Parson’s Cause’—Patrick Henry and his speeches. 
2. The Gaspee affair. 
3. George III’s desire to increase the power of the king at home 
—to “be king,” as his mother advised. 


First continental congress—composition; purpose; authority; acts. 
1. Results. 


Second continental congress. 
1. Reason for. 
2. Authority for or legality of.. 
3. How long in existence. 
4. Most important acts. 
5. Did it always prove efficient? with reason for answer. 


Declaration of Independence. 


Military events of the war. (After considering the preliminary 
battles fought before the declaration of independence, a very satis- 
factory method of studying the Revolution is by considering it from 
the three purposes of the British: first, the separation of New Eng- 
land from the rest of the colonies; second, the capture of the capital; 
third, “fraying” the colonies out on the edges. And in doing this the 
movements of Washington may be followed consecutively to the close 
of the war, and movements Pos directly connected with these may be 


ah eee tig meee 


24 Course of Study for High Schools. . 


I. Military events of the war—continued. 
considered in their bearing upon them. Fiske’ s American Revolution 
is both valuable and very interesting for this period.) 

1. Movements of Washington. 

Burgoyne’s campaign—results in England, France, and 

America. 

Foreign aid. 

The war in the South, and surrender of Yorktown. 

The navy in the war. (See Channing for general view.) 

Finances. 

Other topics worthy of study. 

a. Hiring of German troops by British. In how far do 
these soldiers deserve the odium usually attached to the 
word “Hessian”? What became of most of them after 
the war? 

b. Work of George Rogers Clark. How connected with 
proclamation line of 1763, and Quebec act? 

c. Traitors—Benedict Arnold and Charles Lee. (See 
Fiske’s American Revolution, especially concerning Lee.) 

d. The “Stars and Stripes.” 

e. Why did America win? 

8. The treaties of peace—preliminary, 1782" final, 1783. (The at- 
titude of France and Spain, as well as of England and the 
colonies, should be clearly understood, and this will necessitate 
a full knowledge of the terms of the French alliance. It should 
be noted that England was willing to concede the colonies more 
than France and Spain were willing they should receive. For 
this topic and the entire period of the Confederation there is no 
book to be compared to Fiske’s Critical Period.) 

a. Principal provisions. 


Oe 


THE CRITICAL PERIOD. 
A. Review: 
1. Fundamental orders of Connecticut, 1638-39. 
2. The New England confederation, or “United Colonies of New 
England.” 
a. Colonies represented. 
b. Principle of representation adopted, and where found in 
the government of to-day. 
3. Albany plan of union. 
a. Main provisions. 
-b. Why rejected— 
(1) By England. — 
(2) By the colonies. 
4, Stamp-act congress. 
5. First continental congress. 
6. Second continental congress. 


B. Articles of confederation. (Insist on reasons for calling this the 
“critical” period in American history.) 
1. Main provisions. 
2. Defects. (Discuss all, but especially lack of power to regulate 
commerce and to punish individuals.) 
3. Attempts to amend—why unsuccessful. 
4. Principle of representation. 


C. The constitution. 
Shay’s rebellion—its significance. 
The meeting at Alexandria, 1785—its cause and purpose. 
The Annapolis trade convention, 1786—its cause and purpose. 
The convention at Philadelphia, 1787—its cause and purpose. 
5. The three great compromises: 

a. Commerce, the slave trade, and an export tax. 


Wana 


C. 


Part IV.—History and Social Science. 20 


The constitution—continued. 
b. Representation of the states—origin. (See Connecticut 
constitution of 1639.) 
c. Slaves and apportionment of representation and direct 
taxes. 
Sources of. 
Ratification—grounds of opposition—the ‘‘Federalist.” When? 
Gladstone’s tribute to the constitution, with some discussion of 
the justice of it. . 
9. The adoption of constitution a “peaceful revolution.” Why? 


wee 


ORGANIZATION OF THE GOVERNMENT AND FORMATION OF POLITICAL PARTIES. 


A. 


B. 
C. 


St 


oo 


Election of Washington; his inauguration date, and reason for 
change from date originally intended. 


The cabinet—authority for and composition. 


-Hamilton’s financial policy. 


1. Reasons for. 
2. Provisions. 
3. Results. 


Establishment of judiciary—authority for—composition of courts— 
jurisdiction. 
Foreign affairs: Difficulties with— 

Algiers. 

2. Spain. ’ 

3. France. Was Washington’s neutrality policy justifiable in 
view of French alliance during Revolution? Reasons for 
answer. 

4, England. 


‘Whisky insurrection: Cause—incidents—results. 


Invention of the cotton gin; effects. 

Development of parties—the United States bank—‘‘strict construc- 
tion” and “loose construction.” 

Election of 1796. 


Other events. 
ADMINISTRATION OF JOHN ADAMS: THE LAST OF THE FEDERALISTS. 


The X Y Z affair. 


The alien and sedition laws—to what extent justifiable, and to what 
extent dangerous. 


The Virginia and Kentucky resolutions. (These should be carefully 
studied, as to their cause, the reasoning upon which they were based, 
and the logical results to which they led. And intimate connection 
of all three of the preceding topics should be clearly brought out.) 


The eleventh amendment—reason for; case of Chisholm vs. Georgia; 
wisdom of. 


Minor events. 


THE PERIOD OF ANTI-FEDERALIST, OR DEMOCRATIC-REPUBLICAN, 
SUPREMACY. 


Election of Jefferson by house of representatives. 

1. Necessity for. 

2. Incidents. 

3. Results: twelfth amendment; on Burr; on Hamilton. 
Louisiana purchase. ~ 

1. Why the United States wished to buy. 

2. Why Napoleon was willing to sell. 

3. The negotiations. 


26 


a 


O24 SPR 


Course of Study for High Schools. 


Louisiana purchase—continued. | . 
4. Constitutionality in view of Jefferson’s “strict construction” 
ideas. 
5. What was Louisiana as purchased? (It should be noted here 
and referred to later that the Florida-purchase treaty of 
1819, and the rallying cry of “the ve-annexation of Texas” 
are intimately connected with this question.) 


Lewis and Clark expedition. 


1. Object. 
2. Route. 
3. Results. 


Hamilton-Burr duel—causes, especially the election of President in 
1800, and of governor of New York in 1804. 


The Burr conspiracy; his trial; his later life. 
The Cumberland road. 


1. How built. 
2. Route. 
3. Results. 


a. Economic. 
b. Political. 


Jefferson and our foreign relations. 
1. Affairs in Europe—war between France and England. - 
British orders in couneil. 
Berlin decree. 
Second orders in council. 
Milan decree. 
Effect of these on American commerce. 
Impressment of American seamen; by whom; on what 
grounds. 
2. Affairs in America: Jefferson’s peace-at-any-price policy. 
a. Nonimportation act. 
b. Embargo act. 
c. Nonintercourse act. 
2. Affairs in America: Jefferson’s peace-at-any-price policy. ~- 
a. Macon bill No. 2; Napoleon’s duplicity. Why did United 
States not fight France instead of England, or France as 
well as England? 


Election of Madison; his efforts to avoid war; their failure. 
War of 1812. 

1. Causes in addition to those given above. 

2. Chief events. 


3. Results: Did the treaty of peace specifically determine them 
all? 


pee eae 


_The Hartford convention not as “black as it was painted’; explain. 


The Aigerine war; cause; result. 
The first real protective tariff, 1816. 
The second United States bank; chartered by “strict construction- 
ists”; why? 
Election of Monroe. 
The “Era of Good Feeling.”” What? Why so called? 
1. The Seminole war; cause. 
a. Jackson’s expedition. 
(1) Arbuthnot-Ambrister affair. 
(2) Result as to England; as to Spain, Was Jack- 
son justifiable? 
b. Purchase of Florida. 
2. The Missouri compromise; the first “alarm bell” in slavery agi- 
tation. 


Part IV.—History and Social Science. 27 


O. The “Era of Good Feeling”—continued. 
3. The Monroe doctrine. What is it? 

a. Aimed particularly at the Holy Alliance, and at Russia, 
ager reasons. What? And what part applied to 
each? 

_ pb. Present status. 
4. Protective tariff of 1824; changing attitude of North and South 
as represented by Webster and Calhoun, with reasons. 


P. John Quincy Adams elected by the house of representatives. Why? 
The cry of “corrupt bargain.” Why? Was it justifiable? 

2. The American system, or the system of internal improvements 
at government expense. 

38. The beginning of the N ational Republican-Whig party. 

4, The first railroads. 

5. “The Tariff of Abominations.” 


Q. The reign of Andrew Jackson. 
1. Jackson, the man; a new type in the presidency. 
2. The “Kitchen Cabinet.” What? Why so called? 
3. The spoils system. (In this connection investigate the Craw- 
ford tenure-of-office act of 1820, and reason for it.) 
4, Financial affairs. 
a.. Veto of the United States bank bill. 
b. Removal of deposits, and Jackson’s “‘pet” banks. 
ce. Distribution of surplus. 
d. Speculation, especially in government lands. 
e. The “Specie Circular.” 
5. Constitutional questions. 
a. The Webster-Hayne debate. 
b. The tariff of 1832. 
ce. Nullification. (Compare Jackson’s attitude on this ques- 
tion with his position in regard to decision of the su- 
preme court in favor of the Indians in Georgia, and ad- 
verse to that state. In which case was he right and in 
which wrong?) Results. 
d. Compromise tariff of 1833. 
6. The Liberator established, 1831. 
7. McCormick’s reaper patented, 1834. 


R. Van Buren becomes Jackson’s political heir. 
1. The panic of 1837 (for causes, see above). 
a. Events. 
2. The subtreasury bill passed, 1840. 


THE WHIGS TEMPORARILY SUCCESSFUL. 


A. Election of Harrison and Tyler. (Tyler’s previous political affilia- 
tion and the ,reason for his nomination by the Whigs, as well as the 
reason for his acceptance of the nomination, should be fully under- 
stood.) 

Death of Harrison. 

| Tyler quarrels with Congress over bank bill. 

Tariff of 1842 raises duties. 

Webster-Ashburton treaty. 

Dorr’s rebellion. 

Patroon war. 

The magnetic telegraph. 

The slavery question. 

a. The right of petition. 

b. Gag rule. What? Through whose efforts finally re- 
scinded. 

ec. Texas annexed. How? Why? What other territory 
has been annexed by joint resolution? 


tO 


Pale gee eres 


28 Course of Study for High Schools. 


THE DEMOCRATIC PARTY RETURNS TO FULL POWER UNDER POLK, 


A. Texas admitted as a state. 


B. The Mexican war. (Investigate previous history of Mexico and 
Texas as to independence and status of slavery.) 
Nominal causes. (Investigate basis and justice of cry “The 
re-annexation of Texas and re-occupation of Oregon”; also 
cause and outcome of cry of “Fifty-four Forty or Fight.’’) 
Real cause. — 
Lincoln’s “‘spot resolution”; its significance. 
The Wilmot proviso. 
Military events: 
a. Taylor’s part in the war. 
b. Kearny’s expedition. 
ec. Fremont, Sloat and Stockton in California. 
d. Scott’s campaign. 
6. Treaty of Guadaloupe-Hidalgo and results of the war. 


C. Discovery of gold in California. 
1. Results. 
a. ‘On California. 
b. On rest of West. 
ec. On slavery question. 


D. Howe patents his sewing machine, 1846. 
THE WHIGS WIN THEIR SECOND AND LAST VICTORY—TAYLOR AND FILLMORE. 


Saas 


A. The omnibus bill, or compromise of 1850. 


1. Causes. 
2. Provisions. 
38. Results. 


B. Clayton-Bulwer treaty. (Investigate relation to Hay Pauncefote 
treaty and present Panama canal.) 
1. Provisions. 


THE DEMOCRATS AGAIN RETURN TO POWER, WITH PIERCE AS PRESIDENT. 


Gadsden purchase. 
Perry’s expedition to Japan. 
Ostend manifesto. 


Kansas-Nebraska bill. (The intimate connection between the Mexi- 
can war, the discovery of gold in California, the compromise of 1850, 
and the Kansas-Nebraska act should be strongly emphasized, and the 
question as to whether the provision with reference to Utah and New 
Mexico was put into the compromise of 1850 as a “joker,” to be used 
later in securing the repeal of the Missouri compromise, or whether 
it was simply used when the need arose, should be thoroughly inves- 
tigated. See Burgess’s The Middle Period, in American History 
Series. ) 


[Since whatever review of Kansas history normal-training students 
get will probably be in connection with their study of United States 
history and without the use of any additional textbook, the desirability of 
making that part of the outline dealing with the struggle for Kansas 
especially full is strongly felt. For that reason, Supt. J. O. Hall has been 
asked for, and has kindly given, his permission for the use of that part 
of his “Outline of United States History” touching upon this phase of 
the subject—the same being all of section 5 following. ] 


EK. The struggle for Kansas. 
1. Preparations. 
a. In the North: Emigrant-aid companies. 
b. In the South: Emigrants from Missouri and Southern 
states. 


DOD 


Part IV.—History and Social Science. 29 


E. The struggle for Kansas—continued. 


cS 


d. 


Leading men sent out. 
Towns founded: 
(1) By free-state people: Topeka, Lawrence. 
(2) by pro-slavery people: Lecompton, Atchison, 
Leavenworth. 


2. Beginning of the struggle. 


a. 
b. 


f. 


A. H. Reeder appointed governor July 7, 1854. 
Pro-slavery delegate elected to Congress November 29, 
1854. Missourians voted at this election. Result: In- 
creased bitterness and great accession to free-state forces. 
Governor Reeder has census taken before calling election 
for members of legislature. 
Pro-slavery territorial legislature elected March 30, 1855. 
Many Missourians voted at this election. Governor set 
aside election in eight districts, and called new election 
there. At new election pro-slavery people refused to 
vote, and free-state candidates were given certificates of 
election. 
Legislature met at Pawnee at call of governor, July 
2, 1855. 

(1) Its acts at Pawnee: 

(a) Unseated all of free-state members elected 
at supplemental election called by gov- 
ernor, except one. Before legislature met 
one free-state member had refused to 
serve. 

(b) Passed, over governor’s veto, act to ad- 
journ to Shawnee. 

(2) Its acts at Shawnee: 

(a) Asked President to remove Governor 
Reeder. 

(b) Passed Missouri slave code laws, and 
made it an offense to say or write any- 
thing against slavery. 

(c) Located capital at Lecompton. 

(d) Provided for a constitutional convention. 

(e) Passed act entitled “An act to punish 
offenses against slave property.” 

Reeder forced to leave the territory. 


3. Topeka constitution, anti-slavery, October, 1855. 


a. 


Convention called by free-state people, September, 1855. 
This convention, which issued call for election, met in 
response to a call by an earlier political party conven- 
tion at Big Springs. The general purpose of the free- 
state people was to: avoid obeying acts of the Shawnee 
legislature, called “bogus legislature,” and if possible 
secure admission as a free state. 

Constitutional convention met at Topeka, October 23, 
1855. Composed entirely of free-state members. 
Free-state constitution formed, submitted to the people, 
and ratified by them December 15, 1855. Only free- 
state people voted. 

State election held, Robinson elected governor, other 
state officers and state legislature chosen, January 15, 
1856. 

Officers did not attempt to assume charge of the govern- 
ment, except that legislature met, but simply held them- 
selves in readiness to take charge when Kansas should 
be admitted as a state under the constitution. 
Constitution sent to Congress dnd opposed by President 
Pierce. Approved by house, disapproved by senate. 


30 


\ 


Course of Study for High Schools. 


E. The struggle for Kansas—continued. 
g. Topeka legislature dispersed by U. troops, July 4, 


1856. 


4, Lecompton constitution, pro-slavery, 1857-’58. 


a. 


h. 


Convention met September 11, 1857, in pursuance of call 

by pro-slavery legislature. Composed entirely of pro- 

slavery members. 

As the convention saw that the people were likely to dis- 

approve of the constitution they decided to submit to 

vote only the clause regarding slavery, and so people 

voting on it had to vote: 

(1) For the constitution with slavery, or 
(2) For the constitution without slavery; thus vot- 

ing for slavery in either case, for the constitu- 
tion provided that slave property in the territory 
should not be interfered with. 

On the face of the returns the constitution was almost 

unanimously approved, as only pro-slavery people 

voted. +: 

While the convention was in session the free-state people | 

had elected a majority of new legislature at election 

at which occurred the Oxford, or Cincinnati Street Di- 

rectory, frauds. 

Free-state people urged governor to call special session 

of the legislature, which he did. 

New legislature submitted constitution to the people so — 

they could vote for or against it, and it was voted down 

almost unanimously, only free-state people voting. 

Constitution sent to Congress and approved by senate, 

but disapproved by house. By the terms of the English 

bill, a compromise measure, the constituton was re- 

ferred back to the people of Kansas for approval or 

rejection. 

Constitution then rejected by more than 11 ,000 in total 

of 13,000 votes, August 2, 1858, 


5, Leavenworth constitution anti- slavery, 1858. 


a. 


Ce 


% 


Convention met first at Minneola, March 238, in pur- 
suance of an act declared to have been passed over the 
governor’s veto, but which was not. The convention ad- 
journed to Leavenworth. 

General objects in view were: 

(1) Fight admission of Kansas under Lecompton 
constitution by showing Congress that people did 
not favor it. 

(2) Secure admission as a free state if possible. 
Submitted to and approved by people, free-state people 
voting, May 18, 1858. 

Sent to Congress but not approved by either house. 
Convention composed entirely of free-state members. 


6. Werakdaie constitution, anti-slavery, 1859-’61. 


a. 


C; 
d. 


e. 


Legislature submitted to people the question whether or 
not they wanted a constitutional convention, and the 
people said they did, March 28, 1859. Legislature soon 
called the convention. 

Convention met July 5, 1859. Members met as Republi- 
cans and Democrats, this being the first constitutional 
convention in Kansas in which more than one party was 
represented. 

Constitution ratified by the people, October 4, 1859. 
Robinson elected governor, and other state ‘officers 
elected, December 6, 1859. 

Topeka made temporary seat of government. 


Spare! 


Lg. 


Part I V.—AHistory and Social Science. 31 


The struggle for Kansas—continued. 

f. Constitution sent to Congress, but could not be approved 
in both houses till some of pro-slavery members with- 
drew on secession of Southern states. 

g. Congress approved the constitution, and the bill admit- 
ting Kansas as a state became a law January 29, 1861. 

Buchanan’s forecast of the Dred Scott decision. 


The Dred Scott decision. (In connection with this and the preceding 
topic pupils should find Lincoln’s story about “Franklin, Stephen, 
Roger and James,” and explain its application. See Blaine’s Twenty 
Years of Congress.) 
1. History of the case. 
2. Decision on case itself; decision on incidental points, or obiter 
dicta. 
38. Results. 
Panic of 1857. 
ie Lincoln-Douglas debates. 
. Why? Chief topics? What was Dougias’s “Freeport doc- 
trine’? What was its effect on him as a presidental possi- 
bility? Explain. (See Wilson’s Division and Reunion, in 
Epochs of American History.) 
2. Result as to Lincoln; explain. 
John Brown; his raid, its purpose and result. (Especially read 
Burgess’s The Civil War and the Constitution, in American History 
Series.) 
The presidential campaign of 1860. 


TWENTY-FOUR YEARS OF REPUBLICAN RULE. 


[Here the origin and composition of the Republican party should be 


carefully considered. All the direct causes of secession, from the in- 
troduction of slavery, in 1619, should also be reviewed. ] 


A. 


co 


The secession of the Southern states. (It should be emphasized that 
this was due to the election of Lincoln on a platform opposing the 
extension of slavery, and not because either Lincoln or the Republi- 
can party was committed to the abolition of slavery.) 

1. The formation of the Confederate government. 

2. Buchanan’s attitude, and his reason for it. Was it sound? 

3. Efforts at compromise; proposals, and results. 

Comparison of the sections. 
The war. 

1. Military operations. (These operations should be studied as 
being almost wholly offensive on the part of the North and 
defensive on the part of the South. And the war should be 
considered from the view of the two general purposes of the 
North—that is, to push the Confederate line of defense south 
and to blockade Southern ports. The three great efforts to 
accomplish the first of these results were to capture Richmond, 
to open the Mississippi, and to penetrate the heart of the Con- 
federacy and capture Atlanta as the great central supply 
depot; and the success of these efforts, together with the estab- 
lishment of an effective blockade, finally wore and starved the 
South out. Dodge’s Bird’s Eye View of the Civil War is the 
best single volume on the subject.) 

Finances. 
The border states. 
The emancipation proclamation; three reasons for it. (See 

Wilson’s Division and Reunion, in Epochs of American His- 

tory.) 
5. Results. 


Sede 


32 


on a 


bo 


ae 


vO 


Course of Study for High Schools. 


Lincoln’s assassination and Johnson’s succession. 


Reconstruction. 

1. Lincoln’s reconstruction policy so far as developed. 

2. Johnson’s reconstruction policy; compare with Lincoln’s as to | 
liberality; cause of hostility of Congress. 

3. Congressional reconstruction policy. Why did Congress have a 
constitutional advantage in the contest? What was the real 
status of the seceded states? Were they readmitted, or how did 
they get back into their former relationship? . 


Impeachment, trial and acquittal of Johnson. 
The thirteenth amendment, 1865. 

The Atlantic cable, 1866. 

The purchase of Alaska, 1867. 


Fourteenth amendment, 1868; compare with civil rights bill. Why 
was latter not considered sufficient? 


Grant’s elevation to the presidency. 


The fifteenth amendment, 1870. What states had to ratify j in order 
to resume former place in the Union? 
1. Negro suffrage and “carpetbag government.” (Should the 
negroes have been given the right of unrestricted suffrage?) | 
2. The Ku-Klux Klan. 
3. The force bills, and use of United States courts and United 
States army of the South. 


Troubles with England, and their arbitration. 
1. Alabama claims. 
2. Fisheries question. 
3. Northwestern boundary dispute. 


Temporary civil service reform. (Why only temporary?) 


The panic of 1873. 

1. Demonetization of the silver dollar, 18738. Why? Why after- 
wards called the “Crime of ’73”? Is silver dollar coined now? 
What is the present legal standard of value? 

2. Resumption of “specie payment’; meaning; purpose; result. 
(In this connection the two contradictory decisions of the 
supreme court with reference to the legal-tender qualities of 
‘“‘ereenbacks” should be investigated; the reason for the re- 
versal of opinion, as well as the present status of the various 
kinds of paper money, should be understood.) 


Corrupt Politics. 

1. The “Credit Mobilier.” (Show connection between this and the 
Liberal Republican movement.) 

2. The “salary grab” act. (Compare its reception by the public 
with that of the recent increase in congressional salaries, and 
explain reasons for difference.) 

3. The “whisky ring.” 

Indian troubles, and the killing of Generals Canby and Custer. 


The only disputed presidential election in our history. (Pupils 
should see clearly and be able to explain why the Hayes-Tilden con- 
test did not go to the house of representatives for settlement.) 
1. The cause of the dispute. 
2. The Electoral Commission. 
a. How composed. (It should be clearly showal just how it 
came about that there were eight Republicans and seven 
Democrats. ) : 
b. Its duties. 
c. Its decision. 
Withdrawal of Federal troops from the Southern states. (Was 
there an understanding between Hayes and the Democratic leaders 


Part IV.—History and Social Science. 33 


. Withdrawal of Federal troops—continued. 


that if allowed peaceably to take his seat he would withdraw the 
troops? As a matter of public policy was their withdrawal wise?) 
The Bland-Allison act. 

1. Reasons for. 

2. Provisions. 

3. Why vetoed by President. Was his action final? 


Results of actual resumption of specie payment. 


The election of Garfield and Arthur. 
1. Strife within the party; stalwarts vs. half-breeds; Blaine vs. 
Conkling; resignation of Conkling and Platt, and result. 


Assassination of Garfield. | 
1. The Pendleton civil-service-reform act. (Here the history of 
the “spoils system,” and of attempts at civil-service reform, 
should be reviewed, and pupils should note the connection be- 
tween the spoils system and the assassination of Garfield, and 
between his death. and the Pendleton act.) 


The Chinese-exclusion act. 
1. Reasons for. 
2. Provisions. 
38. Present status. 


The Edmunds anti-polygamy act. 
1. Purpose. 
2. Later anti-polygamy legislation. 
3. Present status of polygamy. 


THE DEMOCRATS WIN THEIR FIRST PRESIDENTAL ELECTION SINCE THE WAR. 
A. Cleveland elected President; tariff the main issue, but personality of 


B. 


C. 


candidates an important factor in campaign. 


The presidential-succession law. 

1. Two reasons for. 

2. Provisions. 
Electoral-count act. 

1. Reasons for. 

2. Provisions. 
Interstate-commerce act, 1887. (In this connection study should be 
made of “railroad rate” and “pure food” laws of the Roosevelt ad- 
ministration, and of the railroad bill of the Taft administration. 
From this point on. Hail’s Outlines and the annual volumes of the 
World Almanac, particularly the more recent ones, together with 
current-event magazines, will be found especially valuable.) 
The Mills tariff bill. 

1. Character. 

2. Why it failed to become a law. 
Cleveland’s use of the veto power. 
More anti-Chinese legislation. 


The anarchists, and the Haymarket massacre. 
THE REPUBLICANS ELECT HARRISON, BUT AS A MINORITY PRESIDENT. 


[Pupils should be able to explain how this is legally possible. ] 
The Reed rules in the house of representatives. 

1. Reason for. 

2. Provisions. 

3. Compare with present rules. (Discuss recent changes.) 
The McKinley bill, providing for the highest tariff in our history, 
free sugar, reciprocity. 

The Sherman silver act, 1890. 

1. Reasons for. 

2. Provisions. 

3—H. S. Part 4 


34 


Ob > 


Course of Study for High Schools. 


Sherman antitrust act, 1890; its purpose and provisions. 


Mafia troubles in New Orleans. (This should be compared with the 
Caroline affair in Tyler’s administration and the Japanese school 
troubles in California in Roosevelt’s administration. The serious 
and embarrassing position in which such difficulties place the national 
government, and the reason therefor, should be fully understood by 
the pupils. For discussion of this subject, see President Taft’s first 
message to Congress. ) 


Growing use of the “Australian ballot,” and advantages. 
Original-package law. 


CLEVELAND IS THE DEMOCRATIC PRESIDENTIAL CANDIDATE FOR THE 
THIRD TIME AND IS ELECTED. 
Panic of 1893. 


Repeal of purchasing clause of Sherman silver act. 


Our relations with Hawaii. 
1. Under Harrison’s administration. 
2. Under Cleveland’s administration. 


Trouble between Venezuela and Great Britain. 
1. Cause. 
2. The Monroe Doctrine and position of United States. 
a. Attitude of England. 
3. Final arbitration. 
The Pullman strike and resulting sympathetic strikes. 
1. Events. 
2. Attitude of President. 


The Wilson tariff bill. 
1. Material reduction of duties. 
2. Income tax provision. 
a. Limit and levy. 
b. What afterwards happened to it? 
_@. What movement now on foot with reference to an in- 
come tax? 
3. Enlarged free list. 
4. Final action of President, and reason for it. 


The campaign of 1896. 

1. “The free coinage of silver at the ratio of 16 to 1” the “para- 
mount” issue. (Pupils should understand clearly the meaning 
of this issue, and should in connection with it review previous 
silver legislation.) 

a. Arguments for. 
b. Arguments against. 

2. Incidents. 

3. The result. 


REPUBLICANS IN COMPLETE CONTROL, WITH McKINLEY AS PRESIDENT. 


A. 


B. 


The Dingley tariff bill. 
1. General provisions. 
2. Reciprocity. 
a. Attitude of President. 
b. Attitude of senate. 
Spanish-American war. (History of previous relations of Spain, 
Cuba and United States should be here reviewed—Ostend manifesto, 
Virginius affair, Ten Years’ war, etc.) 


1. Causes. 
2. Events. 
3. Results. 


4. *Government of our new possessions. 


* Subjects starred should receive special attention. 


vo 


emo & 


L. 


M. 
N. 
A); 


Part IV.—History and Social Science. 35 


. *Annexation of Hawaii. 
.*The gold-standard act, 1900. 


1. The standard of value. 
2. Changes in the national banking law. 


Reélection and assassination of McKinley. 


. *Establishment of Department of Commerce and Labor. 
. *Railroad-rate law. 

. *Pure-food-and-drugs act. 

. *Service-pension law. 

J. 
K. 


\ 


*Law limiting working hours of railroad employees. 
*The Panama canal. (Previous history of the project should be re- 
viewed.) 

1. The Clayton-Bulwer treaty. 

2. The Hay-Pauncefote treaty. 

3. The Hay-Herran treaty. 

4. Independence of Panama and Hay-Varilla treaty. 

5. Plans and progress of the work. 
Temporary intervention in Cuba. 

1. Cause. 

2. Result. 


*Trust prosecutions. 
*The insurance and other “grafters.” 
Panic of 1907. 


P.*The Hague conference. (Movements toward international arbitra- 


Q. 


tion should be reviewed.) 


Taft elected President. 
1. The Aldrich-Payne tariff revision bill passed by special session 
of Congress. Its provisions and their reception by the public. 
2.*The railway regulation act. 
3. *The postal savings bank law. 
4, Bills for admission of Arizona and New Mexico. 
5. The elections of 1910 and their general result. 
6. Second regular session of sixty-first Congress. 

a. The question of direct election of senators. 

b. The Lorimer case. 

ec. Canadian reciprocity. 

d. Other measures. 

7. Sessions of the sixty-second Congress. 

a. Democrats control the house and elect Champ Clark 

speaker. 

b. Senate so divided among Democrats, Regular Republi- 
ing party majority, though the Republicans nominally 
control. 

.The direct election of senators. 
The Lorimer case reopened. 
Canadian reciprocity. 
Statehood for Arizona and New Mexico. 
“The farmer’s free list,” and other tariff bills. 
8. *The conservation movement. 
9. *Decision of the supreme court in the Standard Oil and Tobacco 
Trust cases. 
10. *Status of international arbitration and the universal peace 
movement. 
11. *The revolution in Mexico. 


Rroe ae 





* Subjects starred should receive special attention. 


36 Course of Study for High Schools. 


THE DEMOCRATS MAKE A CLEAN SWEEP. 
Renomination of President Taft at Chicago convention, and split re- 
sulting. 
The Democratic national convention at Baltimore, and nomination of 
Woodrow Wilson. 
Organization of Progressive party, and nomination of Roosevelt. 
The campaign of 1912 and resuits. 
E. *Parcel post. 
F. *Sixteenth and seventeenth amendments. 
G. Inauguration of President Wilson; his cabinet. 


H. Special session of sixty-third Congress, with Democrats in control of 
both branches. 


I. The Underwood tariff law; purpose, effect. 
J. *Currency legislation; character, purpose. 
K. *The antitrust program. 

L. *Trouble with Mexico. 

M.*Completion of Panama canal. 

N. Panama-Pacific exposition. 

. *Outbreak of war in Europe, August, 1914. 

. *Attempt of United States to remain neutral. 
. *Sinking of Lusitania; effect in America. 

. *British censorship of mail, 

. *British blockade regulations. 

.*German “U-boat” policy. ‘ 
U. *Presidential election, 1916. 

V.*President Wilson’s address to Congress. 


W.*U. S. declaration of war against Germany. Did Germany declare. 
war on U. 8.? 


X.*Revolution in Russia; abdication of Czar; the government estab- 
lished. 


Y.*Embargo proclamation by President Wilson. Purpose. 
Z. *Method adopted by law for raising an army. Its execution. 


After the work as here outlined has been covered the whole should be 
fixed, and a clearer idea of its unity be obtained, by a general review. 
And so far as possible this should be done by the topic method. As ex- 
amples of subjects that may be thus treated the following may be men- 
tioned: 

The evolution of the constitution. 

The origin and growth of political parties. 

Territorial expansion. 

Tariff legislation. 

The slavery question. 

Nullification and secession. 

Our financial system. 

Each topic should be taken up from its first appearance in our history 
and traced to its end or to the present time, without the intervention of 
any except directly related subjects, and connections should be strongly 
emphasized. 

As an illustration of how this may be done the following outline on the 
slavery question is given: 


1. Slavery introduced, 1619. 
2. Slavery in every colony, 1776. 
3. First states to abolish slavery. What? Why? 


* Subjects starred should receive special attention. 


oo f > 


MHAMONWOS 


Co 
~] 


Part I1V.—History and Social Science. 


Slavery in the constitution. 
Invention of the cotton gin, 1793. 
Legislation on slave trade, 1808, 1820. 
Missouri compromise, 1820. 
The Liberator, 1831. 
Abolition societies. 

10. Nat Turner’s insurrection. 

11. “Gag Rule.” 

12. The annexation of Texas. 

13. The Mexican war. 

14. The Wilmot proviso. 

15. The “omnibus” bill or compromise of 1850. 
16. The underground railroad. 

17. The Kansas-Nebraska act. 

18. Anti-slavery parties. 

é A. Abolition. 

B. Liberty. 
C. Free soil 

. D. Republican. 

19. “Uncle Tom’s Cabin” and “The Impending Crisis.” 
20. The Dred Scott decision. 

21. Lincoln-Douglas debates. 

22. Lincoln elected President. 

28. Secession of Southern states—war. 

24. The emancipation proclamation. 

25. Thirteenth, fourteenth, and fifteenth amendments. 


oe en on 


CURRENT HISTORY. 


High-school pupils should realize that history.is not a thing of the 
past alone, but also of the present. That every day stamps something on 
the records of history. The value of studying current events has been 
generally recognized over the state. The following suggestions are the 
result of observation of such work in the high schools of the state and of 
recommendations made by various teachers and superintendents as a re- 
sult of their experience. They are given here with the hope of enliven- 
ing interest in such study and of pointing the way toward its organiza- 
tion. 

1. In case of the study of current events, it. may be carried on in two 
ways: (a) as a part of some other class work; here it is recommended 
that it be made a part of either American history, Modern history or 
English history, and required of the pupils taking the course, or (b) as 
an all-school study on certain days of the week. This method is appli- 
cable to small schools where the total number of pupils is not great 
enough to prevent organization into one group for study. It is more 
difficult to get results from the latter, because of the greater difference 
in the range of development of the pupils making up the group. 

2. Do not permit the study of current events to become merely a tell- 
ing, by the pupil, of some isolated happenings, many of which are of 
questionable value. 

3. Daily papers are vot little value for such study. They are too 
“newsy.” Monthly magazines, such as Review of Reviews, North 
American Review or World’s Work are very good, but have some draw- 
backs; the period between editions is so long that it becomes a difficult 
matter to hold interest, and sometimes the articles have been written 
just previous to an event, the occurrence of which makes them of no 
value. Experience seems to prove that the standard weekly magazine 
serves the purpose the best. The Independent, The Literary Digest and 
The Outlook are the most popularly used over the state. 

4, Several plans of group and partnership subscription have been ob- 
served, but the most successful plan seems to be that where the individual 


38 Course of Study for High Schools. 


pupil purchases and owns his own copy. It has been shown that under 
this scheme an average of two other members of each family represented 
read the copies of the periodical. Arrangements can be made with the 
publishing companies to forward a given number of copies each week, to 
be paid for when given out, or by the month in advance. 

5. Under the individual-ownership plan, assignment for study can be 
readily made and assignments are easiest, responses more ready and 
better discussion possible when all use the same periodical. The assign- 
ment should be well planned and lead toward clean-cut discussion and 
conclusions. This means that the teacher must be alert and must have 
covered the article or articles in advance. 


ECONOMICS. 
, (One-half unit.) 


Charles J. Bullock, professor of economics at Harvard University, 
author of the textbooks “Introduction to Study of Economics” and “Ele- 
ments of Economics,” used in this state, personally offers the following to 
the economics teachers in our high schools. 

“Since economics is the science which deals with the subject of getting 
a living, high-school pupils bring to its study at least a modicum of in- 
formation about facts of economic life and some knowledge—usually 
very vague—of fundamental economic ideas. A general introductory 
course in economics, whatever else it may do, should undertake to extend 
_and systematize the pupil’s knowledge of the concrete facts of economic 
life, and to clarify and make consistent his stock of economic ideas. The 
‘Introduction to the Study of Economics’ and ‘Elements of Economics’ 
are designed primarily to help the teacher do exactly this thing. They 
present the pupils at the outset the salient facts about the economic life 
of the people of the U nited States, and constantly reinforce and illustrate 
economic principles by reference to concrete facts of economic life. Then 
in the study of principles they seek to develop as clearly and concisely as 
possible the general laws of the science, attempting to build, as far as 
possible, upon the common notions of economic matters, which the pupils 
bring to the study of the science. 

“The books will yield the best results, therefore, if teachers endeavor 
to develop interest in the concrete facts with which most of the chapters 
deal, and also insist upon exact definition of economic terms and mas- 
tery of the fundamentals of economic theory. If these two ends are 
accomplished, the introductory course in economics will prove stimu- 
lating and profitable. There should also be time for study of a number 
of economic problems, or questions of the day, but such study should in 
general follow the more fundamental things mentioned above. 

“Study of facts of economic life may well begin with the economic 
activities of the community in which the pupils dwell. The introductory 
chapter of the ‘Elements of Economics’ may well be supplemented by a 
similar survey of the occupations followed in the particular community. 
The first three chapters of the ‘Introduction to Economics’ naturally 
lead to a historical study of some one or more local industries. For 
teaching methods of careful observation and recording of economic facts, 
few things could be better than such local surveys. And then, in the sub- 
sequent study of economic problems, each pupil would naturally feel an 
interest in those affecting the industry or locality he had studied, and 
could be required to pay special attention to such aspects of the subject. 

“For the mastery of economic principles nothing but hard study of a 
somewhat difficult science can avail. The teacher can aid the pupil, 
however, by insisting upon careful attention to definitions and exact 
statement of economic principles. In popular thought and discussion 
upon economic questions, disregard of precise definition and vagueness in 


Part iV.—History and Social Science. 39 


dealing with principles are, unfortunately, the rule rather than the ex- 
ception; and classroom study can do no greater service to the pupil than 
to teach him the importance of clear and exact thinking in matters eco- 
nomic. Here there are no short cuts, no easy methods, no substitutes 
for old-fashioned hard work on the part of the pupil and teacher. 

“Both the ‘Introduction to Economics’ and the ‘Elements of Econom- 
ics’ give a considerable amount of attention to practical economic ques- 
tions. Concerning this part of the work of a general course in economics 
I have only two suggestions to make. Care should be taken to avoid giv- 
ing instruction the air of finality and sending the pupil out from the 
course with the impression that he has a solution for all economic prob- 
lems. He should rather gain from his first course in economics an appre- 
ciation of the complexity and difficulty of the subject and a distrust of 
short and easy answers to economic questions. 

“The other suggestion about the study of economic problems is that, 
in connection with his reading upon some one or two problems, the stu- 
dent should be brought into direct contact with actual conditions in his 
own community, so that he can here relate what he learns in the class- 
room with the facts of actual.economic life. If he is studying the tariff, 
let him investigate the relation of some local industry to the tariff; if 
banking, let him study the banking institutions of his locality; if labor, 
let him look up the particular provisions of the labor laws of his state 
and study their operations in the town or city where he lives; if taxa- 
tion, let him study the tax laws of his state with reference to their actual 
operation in some locality, upon some industry, or in reference to some 
particular class of property. All such work will be profitable directly in 
proportion as it is made specific, concrete, and factual; and this involves, 
of course, restriction of study to some comparatively narrow field or par- 
ticular aspect of a subject. It means, furthermore, some limitation upon 
the number of economic problems that can be taken up in connection with 
a general course; and such limitation raises questions not only for the 
teacher, but for those responsible for school programs and examination 
standards. I can only express my belief that some limitation is abso- 
lutely necessary for the best results in the study of economics in high 
schools, and that it is a small price to pay for the advantage of intensive 
and realistic study of at least some portion of the field.” 


CIVICS. 


(One unit.) 
“Establish a purpose for the study. He is no teacher who can not or does not.” 


In a republic such as the United States of America the public business 
is.and should be the private business of every citizen. 

Of all systems of government, the most difficult to render effective, the 
one which evidently requires the greatest maturity of reason, morality of 
citizenship and personal knowledge of its workings on part of its citi- 
zens is the federative system of the United States of America. 

Government is a matter of vital concern to the citizen and is becom- 
ing more so each day and year. Modern government, however, can not 
be controlled and guided by people who do not understand it. The very 
complexity which challenges all to take a part in its direction renders 
impotent all save the alert, the intelligent, the informed. 

All are agreed that our high schools should meet the three funda- 
mental needs: citizenship, vocation, culture. If there is one place in life 
where all meet on the level it is in the duties, functions and benefits of 
citizenship. If there is one common store of knowledge that all should 
possess it is that bearing upon government and social relations. The 


AQ Course of Study for High Schools. 


fact should never be lost sight of, that good government and good social 
conditions to be attained must be fought for, and that to make a good 
fight—a winning fight—one must know well, not only that for which he 
fights but that which he fights against. 

The average high-school pupil is little concerned in any government 
save the home and school. Government to him is a vague thing; he 
does not think in terms of government, he does not realize why he has 
personal rights, freedom of action or of thought. He knows little of any 
condition save that in which he lives, and does not realize what makes 
that condition possible. He goes about without interference or without 
being questioned. He has no fear for his person; he sleeps without fear, 
and knows not why. His father’s house exists for him a place of refuge, 
protection and rest, yet he does not realize what makes it possible for 
that home to exist. The all-pervading, invisible cloak of protection of a 
great, powerful government is thrown about him, yet he knows it not nor 
appreciates it. 

He sees no reason why he should be called upon to perform duties. 
Reciprocal responsibilities are unknown to him. He has never been 
taught to ask himself why; in fact, he does not realize that he has all 
these benefits. He has, no doubt, had an introduction to the study of 
civics in the grades where he has, in all ‘probability been asked to com- 
mit the content of the grade text with little, if any application or clean- 
cut discussion. He retains little and his tendency to apply what he does 
retain to his own life is negligible. 

Tt isa group of such individuals whom the teacher comes in contact 
with in opening up the subject of civics in the high school. It is no 
simple problem to awaken such a group and start them on the search 
for the why and the how. To do it a teacher must be alert and willing 
to work; must know the point under discussion, know it well, and know 
it before the pupil does; must know it so well that he is able to compel 
the pupil to find out for himself. The teacher must lose himself in the 
work. All personal views, all party leanings, all political convictions 
must be laid away; he is to be a leader in search of the light—a search 
to know the truth. 

In order to get information one must be an investigator. The spirit 
of impartial investigation must prevail; if the pupil lacks in this the 
teacher must find a way of cultivating it. Rarely do pupils become in- 
vestigators in high school, or even have the attitude of investigators. 
The curiosity exhibited by the pupils of the primary grades either no. 
lorn'ger exists or is no longer concerned with school work. The teacher 
will no doubt have to recreate the spirit of investigation. 

The textbook will form the basis for the work, but it can not and 
should not be the sole source of information: other books should be 
available, other information at hand. The teacher must know where to 
get this information and see that it is available and used. Other text- 
books on civies, general statutes and legal forms are valuable, as well 
as special references. 

PRELIMINARY STEPS. 


The teacher should not fail to fully realize the value of creating an 
atmosphere, in the minds of his pupils, for taking up and pursuing a 
given study. The first day, even the first week, may be well spent in 
congenial talks and discussions, in an informal way, with his class in 
order to bring them to see why they are undertaking the study “Civics.” 
What the aim. Why it is something all should be familiar with. What 
its lasting benefits are. That it is not to be merely reading in a text- 
book and repeating in class of something which is theoretical with little 
relation to themselves; but a true investigation of the actual govern- 
mental conditions under which they live and in the actual working of 
which they, as a group and as individuals, must soon take their place, 
whether they desire to or not; and the responsibilities for which they 


a 


Part IV.—History and Social Science. 41 


must assume. That it is not a question of choice on their part whether 
they assume these responsibilities or not; assume them they must or for- 
ever hold their tongue when the political boss and grafter walk off with 
the spoils. There is one unfailing rule which applies to a democratic form 
of government: If you do not assume the responsibilities some one else 
will; if you will not assume the responsibilities you have no grounds for 
complaint regarding the way government is conducted by those who do. 

Suggestions: 

1. Do the pupils understand the meaning of government service? 

2. Make a list of some twenty or more services rendered to the pupils 
or their families by some government unit and classify them as ren- 
dered by (a) the school district; (b) the township; (c) the city; (d) 
the county; (e) the state; (f) the nation; and discuss the relative im- 
portance of these various services to the well-being of the pupil. 

3. Determine why these services or functions are not left to the 
individual to perform; the advantage of codperation; the necessity of 


_ some surrender of individual control in any organized community. 


4. A brief discussion of the rise of codperative control by the body 
of citizens in our own country as seen in building roads, schools, sup- 
porting churches, etc. 

5. Discuss the reciprocal responsibilities of the citizen; i. e., what he 
owes society in return for government services. 


SELF GOVERNMENT. 
I. The individual. 
A. Self control. 
1. The will directs action. 
2. Choice of right or wrong must be made. 
B. Self control can be cultivated. Control of— 


1. Temper. 
2. Passions. 
3. Tongue. 
4, Appetite. 
5. Fear. 


C. Discuss the following as to their relation to the individual 
in his relation to society and government: courage, 
cowardice, industry, laziness, liberality, stinginess, toler- 
ance, intolerance, honesty, modesty, patience, reverence, 
truthfulness, stubbornness, cruelty, jealousy, procrastina- 
tion, optimism, pessimism, hypocrisy. 

D. Self government the foundation of all government. 

II. The group. 

A. The group mind. 

1. The will of the majority. 
2. The will of the minority. 

B. The group will. 

1. The mind of the majority. 
2. The mind of the minority. 

C. The will of the majority rules in life, formerly it ruled 
by might, by sheer strength; now by strength of mind, 
by reasoning. 

D. Duty of the minority to accept will of majority until by 
strength of mind and reasoning it can become the ma- 
jority: for illustration, local political issues, campaigns, 
results of elections, etc. 

E. Self government, not that which satisfies desires of each 
individual, but of the majority of individuals of the group. 


In starting the actual study of government begin with the near at 
hand, the means, activities and agents of government that are local. 
The pupil should be made acquainted not only with the forms and instru- 
ments of local government but with its activities and if possible its agents 


42, Course of Study for High Schools. 


or Officials. Once a basis of civic facts and experiences has been estab- 
lished and the attitude of investigation developed from local sources the 
state government which embraces so many of the relations of daily life 
should be taken up. The many ways in which the state controls or may 
control the citizens should be made clear. Thus the student is made 
ready for the study of the federal powers and activities. 

The following syllabus, arranged with the idea of aiding the in- 
structor, is not intended to be in the hands of the pupil and does not 
necessarily limit the teacher: 


THE SCHOOL DISTRICT. 


Study the local school district to bring out the following points: 
I. Authority for. (Text, Chapter XVI, Article 217.) 
IJ. Its purpose. 


III. Its boundaries, how determined, subject to change. 
A. Compare size with neighboring districts. 


IV. Its officers, how chosen, duties of each. 
V.. Other officers who have jurisdiction. 
VI. Its independence of township or city government. 


VII. School meeting. Annual and special; business transacted at 
school meeting. 


VIII. How expense is met. (Here for the first time the pupil meets tax- 
ation. Teacher should be sure it is made plain.) 


IX. Consolidation of school districts. 
A. Advantages and disadvantages. 
B. Why usually opposed. 
C. Transportation of pupils. 


X. Would other school districts in the state be similar to the local 
one? Why? 

XI. In other states, and history bearing on the origin. See text, chap- 
ter III, article 40, and chapter XVI, articles 222, 228, 224, 225. 


XII. Can any way be suggested by pupil for improving on the plan of 
organization. 
Sources of information: 
State constitution. 
School laws. 
Bulletins of department of aduiratior 
Class text—grade school text. 


THE TOWNSHIP. 


Study the local township to bring out following points: 

I. Authority for. 

II. Boundaries; by whom fixed; are they subject to change? 
III. Reasons for its organization. 


IV. Functions of the township. 
A. Upkeep of roads and bridges. 
1. Here may be brought in— 
a. Importance of roads. 
b. Good and bad kinds of roads. 
ce. Share of county and state in building and 
maintenance of roads. 
Care of poor. 
Keeping of order. 
Holding of elections. 
Listing of taxable property. 
(1) Some discussion of taxation. 


Arh @) Pa 


. Part IV.—History and Social Science. 43 


V. Township officials, executive and judicial; How chosen; Term of 
office; Duties. 

VI. Other officials who have jurisdiction within township. (The dis- 
cussion of this point should bring the pupil to realize the overlap- 
ing of official jurisdiction.) 

VII. Township expenses and how met. 
VIII. Kinds of townships, and why. 
IX. Historical study bearing upon the origin and development of the 
township. 

Sources of information: 
State constitution, art. III, sec. 9; art. IV, sec. 2. 
General Statutes. 
Textbook on civics. 
Class text by using index: ‘Local Government,” “Town- 
ships,” “Towns,” “Elections.” 
Chapter V of Kansas Supplement; “Importance of Local 
Government”; ‘Township Government.” 
Chapter IX of Kansas Supplcment, “‘Election” (parts). 


TOWN OR VILLAGE. 
(Not incorporated. ) 
A brief discussion of the status of the inhabitants and particular 


advantages, natural, economic, social, which have caused a number of 
families to settle in small area. 


THE CITY. 


I. A study of particular advantages, natural, economic, social or 
political, which have caused the pupils’ place of residence to be- 
come a city of its type. 

IJ. Authority for its organization. 

III. Its classitication. Discussion of the classification of cities; charter, 
how obtained, its functions; changing the classification. 

IV. Problems brought on by settlement of numbers of people in a 
small area, that is problems of the city. 


A. Streets. 
1. Importance. 
2. Officer responsible for. 
3. Laying out (including, condemnation proceedings). 
4, Maintenance—cleaning. 
de Paving. 
a. Kinds. 


(1) Reason favoring, including cost; serv- 
ice to be put to, durability, etc. 
b. Right to tear up and duty to replace. 


Gr sCurDs: 
7. Sidewalks and rules governing (snow removed, etc.). 
8. Bridges. 
9. Steam railways in streets; grade crossings. 


10. Traffic regulations. 
11. Lighting. How supplied. 
12. Rights and duties of citizens on the streets. 

B. Public utilities found on, in or under streets. In this con- 
nection discuss public versus private ownership, and in 
case of former, means of financing; in case of the latter, 
the obtaining of the franchise. The welfare of the com- 
munity as dependent upon the proper management of these 
utilities, their value to a community. 

1. Sewers and sewage disposal. Comparison of 
methods; value. 


44 Course of Study for High Schools. 


B. Public utilities—continued. 
2. Water-supply system; mains and connections. 
3. Lighting and heating service. 
a. Electric wires; pole and conduit system. 
b. Gas supply mains and connections. 
4, Transportation. 
a. Street railways. 
b. Other means. 
5. Telephone systems. 
Building laws and permits. 
Fire department—volunteer or paid; effect of its efficiency 
on insurance rates. 
Police work; how administered. 
School system : its organization. 
Parks, museums, recreation centers. 
Care of poor. 
Care of sick and injured. 
City courts; relation to county and state courts. 
City penal institutions. 
City finances; meeting public expenses. 
1. Cost of services mentioned in D to K. 
2. Sources of revenue. 
.a. Licenses. 
b. Fines. 
c. Fees. 
d. Rentals of public property. 
e. Taxes; kinds. 
f. Special assessments. 
3. Assessment for taxation. 
4, Tax rate, city rate compared with state and fed- 
eral rate; basis on which rate is determined. 
5. City debt; limitations. 


V. Systematic outline of frame work of your city government with 
tabulation of officials and their duties. Classification of officials 
as legislative, judicial or executive. 


VI. Choosing of above officials. Election—when held; why. Party 
lines versus local issues. Duty of citizen to take active part in 
selection of officers. 


VII. Study of systems of city government. 
A. Mayor and council plan. 
B. Commission plan. 
C. City-manager plan. 


VIII. Historical study bearing upon the origin and development of cities 
and their government. 

In the study of the city the teacher will have to determine how much 
of the above can be used in his school. That part on which no local 
information can be obtained will have to be discussed from a general 
standpoint. 

Source of information: 
State constitution. 
City charter. ° ‘ 
Current magazines of past six years, using magazine index. 
General Statutes of Kansas. 
Textbooks on civics. 
Class text, using table of contents and index. 
Kansas Supplement to text, chapter VI and parts of 
chapter VII. 


THE COUNTY. 


HAsO OO 


The county has hitherto been largely ignored in the study of civics. It 
has important distinctive services. Most cases at law go to the county 


Part IV.—History and Social Science. 45 


(district) courts. Registration of deeds and mortgages, probation and 

administration of wills, collection of the greater portion of taxes are 
county functions. Main highways and bridges are chiefly under county 
control. The county sheriff is the chief local police officer. There is 
justification for a closer study of the county. 


I. Authority for its organization. 
II. County officials, duties, how chosen; can they be removed? 


I! Finances. 
Expenses of county. 
B. County tax; how levied; how collected. 


IV. Judicial system. 
A. Grand jury. 
1. Composition. 
2. Selection. 
3. Duties. 
a. Indictment. 
b. Presentment. 
4. Mode of procedure. 
5. Where else is the grand jury used? 
B. The trial or petty jury. 
List of jurors; how made. 
Liability to jury duty and exemption from. 
Duty of citizen to serve as juror. 
Selection of the jury. 
Number. 
Requirement of unanimous verdict. 
Pay of jurors. 
Control of jurors while on duty and attitude to be 
observed by juror. 
~C. County attorney. 
1. How chosen. 
2. Duties. 
D. Jurisdiction and duty of district judge. 
1. How chosen. 
2. Removal. 
3. In what district is your county? 


00 IS OTS G9 PO 


E. Sheriff. 
1. How chosen. 
2. Duties. 
a. Execution of civil judgments and criminal 
sentences. 


b. Enforcement of law; preservation of order. 
c. ‘Posse comitatus.” 
F. Clerk; district court; duties. 
G. Perjury. 
V. County and Education. 
A. Special laws touching. 
1. Barnes law. 
2. County high-school law. 


a. Of 1886. 
b. Of 1897. 
e. Of 1911. 


3. Law of 1917 to provide for high-school tuition. 
a. Proposed county unit of taxation for school 
purposes; advantage; disadvantage. 
B. Officials dealing with education. (Previously discussed; 
review.) 
VI. Historical study bearing upon the origin and development of the 
county, its officials and functions. 


465) Course of Study for High Sehools. 


VII. Proposed county manager plan of organization. 
Sources of information: 

Constitution of Kansas. 

General Statutes and school laws. 

Kansas Supplement, chapter IV, “District Court.” 

“Probate and Juvenile Courts,” “Removal of Judges,” 

chapter 5. 

Class textbook, using index and table of contents. 

Other civics texts. 

“The American Commonwealth,” by James Bryce (two 
volumes) will be found helpful in throwing hens on 
local, state and national government. 


, THE STATE. 
I. Origin of state governments in America. 


II. History and general study of state constitutions. 


III. Constitution of state of Kansas. 

A. Brief study of early days of Kansas history to show the 
struggle of the various factions to gain control of govern- 
ment. The four constitutions. 

B. The one finally established. 

1. By whom drafted. 
2. Why successful when others failed. 
3. How established. 
C. Importance of the constitution as the fundamental law 
seen. 

In guaranteeing personal rights. 
In determining suffrage rights and the manner and 
time of voting. 
In creating legislative bodies, defining the duties 
and limiting their action. 
In creating executive and administrative offices and 
defining duties thereof. 
In creating state and local courts: 
In safeguarding state and local credit and caring 
for public property and public institutions. 
In providing for free public education. 
In providing for its own amendment. 

a. Is the method provided cumbersome? Why? 

b. Would any other manner of amendment be 

better? Why? 


IV. Activities of the state. 
A. The great regulator of our everyday life, as shown— 

1. In the enactment and enforcement of the great ma- 
jority of laws which govern the citizen in his daily 
life, such as— 

a. The creation and control of the school dis- 
trict, township, city and county, with their 
close relation to daily life, and the number, 
kind and qualification of elective and ap- 
pointive officers, including the power to re- 
move many city and county officers by state 
authority. 

b. The establishing and regulating the police 
powers and protection of health and morals. 

ce. The definition and classification of crime; 
the trial and punishment. 

d. The safeguarding of all civil and property — 
rights, regulation of transfers and inheri- 
tance. 


Oe MS ee eee eer aa Pk 


Part IV.—History and Social Science. AT 


IV. Activities of the state—continued. 

e. The control of public charities. 
f. The control of economic interest. 

(Save in case of interstate commerce and 

national banks.) 

The control of common carriers so far as 

traffic within the state is concerned. 

The control of education. 

The control of revenues and expenditures. 

The regulation of the methods of popular 

control. Suffrage and qualifications, nomina- 

tions, elections, party organization, removal 
of officers, impeachment by legislature, reesil. 

Initiative, referendum. 

In case of each of the above, all textbook materia! should be 
thoroughly discussed, both general and in Kansas Sup- 
plement, always giving local application if possible. 

Control of education, revenues, expenditu”es, party organiza- 
tion and elections will be analyzed inore fully later. 


V. Organization of state government. Modeled after national gov- 
ernment. The activities of the state, as of the local unit, require 
for their exercise the three organs of government—the law- 
making, the law-enforcing, the law-interpreting—that is, the legis- 
lative, executive and judicial departments. 

A. The legislative department. 
1. The state legislature. 
a. Source of law-making power. 
b. Division into two houses; advantages and 
disadvantages. 
ec. Composition of the house; apportionment, 
election, qualification, terms, compensation; 
your local district; your local representative. 
d. Composition of senate; apportionment, quali- 
fications, compensation; your district; your 
senator. 
e. House at work. 
(1) Organization. 

(a) The speaker; his election and 
powers. 

(b) Committee, regular and spec- 
cial; appointment; importance 
of; majority and minority; 
composition. 

(c) Clerk. 

(d) Minor officers. 

(2) Course of a bill; distinction between 
a legislative bill and a law. 

(a) Safeguards against hasty and 
ill-considered legislation: In- 
troduction of a bill; its spon- 
sor, printing and _ publicity. 
Three readings on three differ- 
ent days. Reference to a com- 
mittee for discussion; may 
amend and may give public 
hearings. Revision, if neces- 
sary, by special committee. 
Report of bill by its committee 
to the house; possible debate. 
Amendment and recommitted 
to original committee or some 


Sa aed 


48 Course of Study for High Schools. 


izati te government—continued. 

TE ra gas other. All legislative bills 
must pass both houses, each 
of which takes similar pre- 
cautions before it goes to the 
governor, who may seek expert 
advice, and give public hear- 
ings before making a bill a 
law by his signature. 

(b) Majority and minority leaders 
in the house; advantages. 
f. Senate at work. 
(1) Organization. 

(a) Presiding officer; compare with 

speaker of house. 
(b) President pro tempore. 
(c) Clerk. 
(d) Minor officers. 

(2) Course of bill. (Similar to procedure 
in house.) 
egislative commissions, joint or of either 
e, for investigating any matter whatso- 





























to each house. 
te constitution; by federal 
f state legislation more 


i. Powers peculia’ 
j. Limitations: by sd 
constitution. Scope % 
varied than federal. 
k. Difficulties in state le} 
discussion of possible ¢ 
for efficiency. 
. Direct legislation, initiatiy 
B. The state executive—several heads. A 
tween the state and federal executive, eno™ 
that the pupils realize a difference and discuss 
same. 
1. The governor; a party leader. 
a. Election; term; qualifications; salary. 
b. Legislative powers or share in legislat 

(1) Regular and special messages to | 
lature. 

(2) May call special session for spe 
business only. 

(3) Power over a bill after it has pass 
the legislature; four ways in whi 
the governor may treat a bill; speciat 
power in appropriation bills. 

c. Executive powers or administration. 

(1) Handicapped by decentralization of 
administration. 

(2) Appointment of a large number of 
officials and boards charged with 
carrying out the laws of the state. 

(a) The State Board of Adminis- 
tration and its business man- 
ager (information on _ this 
point can be obtained from the 
Session Laws of 1917); fune- 
tions, expected advantages. 

(b) Other appointments, with func- 
tions. 


Part IV.—History and Social Science. 49 


V. Organization of state government—continued. 

(3) Power of removal of certain state, 
county and city officers. 

(4) Control of militia; what the militia is 
as defined by constitution; what it is 
commonly supposed to be, or is in 
actual working. 

(5) Power to fill vacancies; state and fed- 
eral officers. 

d. Judicial powers; pardon, reprieve, commuta- 
tion, pardoning board. 
e. Removal from office; succession in such case. 

2. Other elective executive officers, eight of them; elec- 
tions; term; general duties; removal. May be of 
different parties; executive power divided, executive 
heads in no sense a cabinet; advantages and disad- 
vantages. Each a department of state; special stress 
on department of education, its organization and 
work. 

C. The state judiciary. 
1. Arrangement, jurisdiction, function of courts. 
a. Inferior courts (justice of the peace). 
b. District courts. 
ec. Supreme courts; constitutionality of laws. 
d. Courts of special nature. 

2. Officials of the courts; number; how chosen; term; 
salary; removal. (Mostly studied before; brief re- 
view here.) 

3. Control of executive officials; mandamus, injunction. 

4, Relation to federal courts. 

5. Interstate judicial relations; depositions. 


VI. Instruments of government. 
A. Finances: 
1. Public expenditures, state and local. 
Cultural. 
Humanitarian. 
Protective. 
Industrial. 
Three constitutional limitations on the state 
in expenditures. (Why Kansas can not take 
advantage of the federal aid in road build- 
ing.) ; 
2. Public revenues. 
a. Direct. . 
(1) Public domain; school land and rentals. 
(2) Public industries. For state sale of 
serums and twine; for local water- 
works, etc. 
(3) Investment of public money; school 
fund, ete. 
(4) Gifts. (Kansas has none.) 
(5) Confiscations and indemnities. 
b. Derivative. 
(1) Taxes; general principles governing. 
(a) Property,; most important in 
Kansas; exemptions; defects 
of; assessment; levy and col- 
lection. 
(b) Poll tax. 
(c) Corporation taxes. 


CAaop 


4H. S. Part 4 


K 


VI. Instruments of government—continued. 


50 - Course of Study for High School. 


4 


(d) Mortgages, inheritance and in- 
come. Kansas has none. 

(2) Fees; licenses (examples). 

(3) Assessments. 

(4) Fines and penalties. 

ec. Anticipatory. . 

(1) Bonds; constitutional limitation on 
state; use in local units. (State of 
Kansas now has no bonded debt.) 


B. Control of elections. All elections even of federal officials, 
under state law. 


13 
2. 


10. 
BV: Comparisons 


The franchise; meaning of suffrage; who may vote; 
disqualifications. 
Election districts. 

a. The state one district for federal officials amt 
for major state officials. 
Congressional. 

Judicial. 
Senatorial. 
Representative. 
‘County. 
Township. 
School district. 
City. 

Pupil’s district for each of above elections 
Time of election in each of above districts. Reasons 
for separating local elections as far as possible from 
state and federal elections. 

Nominations: party organization in election dis- 
tricts; the leader; the primary; party enrollment 
at registration; the direct primary; nomination by ~ 
petition; the ascending scale of committees and con- 
ventions; party platforms. 

Registrations; why more important in cities than in 
rural districts. 

Voting; suffrage; the polling places; Australian 
ballot system; preparation of the ballots; form of 
ballot; reasons for secret ballot; marking the ballot; 
straight ticket; election officers at the polls; chal- 
lenging a vote; demand for a shorter ballot; the 
Massachusetts form now used; voting machines. 
Counting the vote; disposition of ballots; canvass- 
ing the votes; certificates of election. : 
Majority and plurality; practice of this state; of 
other states. 

Election expenses; how far legitimate; sworn state- 
ments by candidates; campaign funds; publicity; 
how raised; for what used. 

Bribery; viciousness of; laws against. 


of state governments. Newer state constitutions 


reprag oh 0 5 


tend to become much more extensive than those of older states 
(Oklahoma an extreme case). Reason for this; distrust of state 


legislatures. 


Wide diversity of laws in the forty- six states; evils 


of this; the newly formed and extra-constitutional “house of gov- 
ernors, » an attempt to lessen this evil. 
Sources of information: 
State constitution. 
General Statutes. 
Class text, Kansas Supplement, and general discussion. 
Other civics texts. 


Part IV.—History and Social Science. 51 


THE FEDERAL GOVERNMENT. 


The constitution of the United States at the time of its adoption em- 
bodied the political wisdom of the ages. More profoundly, perhaps. 
‘than any other political document, it has influenced the world at large. 
It is the governmental framework of a mighty and growing world power. 
It has stood the test of: time and “the shock of civil war.” During the 
nineteenth century the world changed its modes of life and business more, 
it may be, than in all the historic centuries preceding; but so adaptive 
is the constitution of 1789 that only a few of its minor provisions, to be 
amended in the right time and in the right way, may be questioned. 
Such a constitution is worth living under, worth dying for, and eminently 
worth studying. It should be studied with history in its proper sequence 
and in its fundamental relations, for only thus can the growth of the 
United States into a great political power be understood. The consti- 
tution should be studied as civics,-as the guide and supreme law of 
present national life. 


I. Relations of federal and state governments. 

Powers vested in federal government only. 

Powers reserved exclusively to states. 

Concurrent powers. 

Powers denied to federal government. 

Powers denied to state government. 

Privileges of states in the Union. 

Duties of states in the Union. 

Under what conditions the federal government may be 
called upon to protect a state against domestic violence. 
Guarantee to each state, by federal government, of a 
republican form of government. 


II. Activities of federal government. 

A. The federal government in its relations with the citizens. 
Delegation to the federal government by “the people of 
the United States” of such powers as they judged to be 
essential for the establishment of a nation. Control of 
the people by the federal government direct, not through 
the states, save in the case of elections. 

1. Contact of the citizen with federal activities. 
a. Most obvious of these in everyday life: 

(1) Currency; coinage; banking system. 
(Chaps. XX VII and XXX.) 

(2) The postal service. (Chap. XXVII.) 

b. Less obvious. 
(1) Taxation. (Chaps. XXIX and XXXI.) 
(a) Duties on imported goods; with 
incidental effect on price of do- 
mestic goods. 
(b) Internal revenue; on liquors, 
tobacco, etc. 

(2) Control »f interstate commerce; rail- 
way rates; pure-food laws. (Chap. 
XXXI.) 

(3) The work of the other departments, 
especially interior, agriculture, com- 
merce, labor. 

(4) Navigation laws; rivers, harbors. 
(Chap. XXXII.) 

ce. Still less personal, but with the possibility 
of affecting the individual at any time, the 
control of ‘the federal government over: 

(1) All foreign relation. (Chap. XXXII.) 


mh BOAO eS 


ay 


Course of Study for High School. 


II. Activities of federal government—continued. 


(2) War and peace; the necessary army 
and navy; treaties; commercial and 
other. (Chaps. XXVII and XXXIV.) 

(3) Patents and_ copyrights. (Chap. 
XXXV.) : 

(4) Standards of weights and measures 
(conformity with these, however, a 
matter of state regulation.) (Chap. 
XXXV.) 

(5) Naturalization. (Chap. XXXV.) 

(6) Bankruptcy. (Chap. XXXV.) 

(7) Property rights through interpreta- 
tion of the constitution by the courts 
as applied to acts of Congress and of 
state legislatures. 

2. Powers reserved to people. Amendment of consti- 

tution, processes. 

Federal powers over crime. (Chap. XXXV.) 

a. Counterfeiting; piracy; laws of nations; 
treason. 

4. Territorial functions; largely historical, but im- 
portant as it presages future policies and estab- 
lishes facts as to territorial relations, admission of 
states, etc. 


co 


III. Organization of federal government. Having already mae a de- 


tailed study of the organization of the state government, the 
teacher should see that those details of federal government organi- 
zation which are like or similar to the state do not take up the 
time of the class. Contrasts or peculiar features should be well 
understood. See that the pupil appreciates that to a great extent 
the state is modeled after the federal. As in the state and local 
units, the three great departments of government appear—legis- 
lative, executive, and judicial. A clearer separation of these in 
United States than in other nations. Compare with Great Britain. 
A. Legislative. 
1. Congress—Two houses—Relation of two houses. 

*a. Senate: number, qualifications, election, 
term, compensation, case of vacancies, rights - 
and privileges; state senators. 

(1) Special powers of the senate. 

(a) Ratification or rejection of 
President’s appointments; ex- 
ecutive session. 

(b) Trial of impeachments; pro- 
cedure in impeachment of 
President. 

(c) Ratification of treaties. 

(2) Relative dignity of the senate. 

(3) Courtesy of the senate. 

(4) Cloture rules; what brought them on; 
did they exist before? 

(5) Special sessions. 

b. The house of representatives; composition, 
number, qualification, apportionment, federal 
census; districting the state, number from 
Kansas, your own local district and repre- - 
sentatives; term of representatives, rights, 
privileges ‘and disabilities. House represents 
the national idea. 


* The senate originally represented the federal idea. Bring out the demand for 


foo election of senators and its accomplishment. 


Part IV.—History and Social Science. 53 


‘Ill. Organization of federal government—continued. 


ce 


(1) Special powers of house: add little 
to prestige of house. 

(a) Originate money bills: largely 
overridden by free power of 
amendment in senate. 

(b) Presentation of impeachment 

(c) Elect President of United 
States under certain conditions. 


Congressional methods in legislation. The 
detail of procedure in state legislation should 
have already given much of this. Special 
attention should be given to— 


(1) Control of each house over its own 
members. 

(2) Quorum. 

(3) Presiding officers; how chosen. The 
powers of the speaker, making him a 
figure of national importance second 
only to President. 

(4) Committee system; advantages, de- 
fects, committee on rules. 

(5) Process of legislation; compare with 
state; relation of Congress and Presi- 
dent; “filibustering.” 


d. Limitations on Congress. 


ey 


Powers of Congress; express powers; implied 
powers; effect of the elastic clause. 
B. The executive. 


1. The President and the Vice President; their nomi- 
nation; qualifications; election; procedure in case 
of failure to elect; the electoral college; its func- 
tions; departure of college from original idea (un- 
written constitution); term of President; discus- 
sion of its length; reélection (unwritten constitu- 
tion) ; compensation; law fixing the right of succes- 
sion to presidency. 

2. Functions of the President. 

a. Legislative, as shown by— 


(1) Messages, annual and special. 

(2) Summoning of extra session. 

(8) Power of veto. Compare with that of 
governor. Can not veto single items; 

“riders.” 

(4) Party leadership ;. control of legisla- 
tion through appointing power and 
through popular support. 


b. Judicial, as shown by— 


C. 


(1) Reprieve, commutation, pardon. 


Executive, as shown by— 


(1) Duty to cnforce all federal laws. 

(2) Command of army, navy and militia 
in federal service in time of war. 

(3) Power to negotiate treaties. 

(4) Appointment and reception of am- 
bassadors and ministers. 

(5) Appointment of federal administra- 
tive officials; officers of army and 
navy; postmasters; and especially of 
heads of executive departments, col- 
lectively known as the Cabinet. 


54 Course of Study for High School. 


III. Organization of federal government—continued. 

(6) Appointment of United States jus-_ 
tices. 

(7) Appointment of commissions, stand- 
ing and occasional; interstate com- 
merce, growing importance; tariff 
commission. 

3. The Cabinet. 

-a. Development of the cabinet as a body of presi- 
dential advisers. Term “Cabinet” unknown to 
constitution; may advise, can not control 
President. Importance of their selection; their 
removal from office. Not members of Con- 
gress; contrast with British, French and 
German systems. 

b. Personnel and functions of the Cabinet; the 
departments of the Cabinet and the services 
rendered by each. 

C. The federal judiciary: its importance. 

1. The supreme court; authorized in constitution; dig- 
nity of; when it may adjudicate upon the constitu- 
tionality of an act of Congress; its composition and 
appointment. 

2. Circuit courts; number; the justices; appointment; 
number. 

3. District courts; number; the justices; appointment; 
United States district attorneys and marshals. 

4, Classes of cases under jurisdiction of federal courts. 

5. Historical decisions; their value and importance. 


IV. Instruments of government. 
A. Revenues. 
1. Customs. 
2.. Internal revenues. 
3. Sale of public property. 
4. Bonds. 
B. Expenditures. 


1. Various administrative departments of government. 
2. Army. 

3. Navy. 

4, Post office—nearly self-supporting. 

5. Pensions. 

6. Indians. 

7. Public works. 

8. Redemption and interest of public debt. 


C. Public debt. 
1. Amount; how created; how met. 
2s Comparison with foreign debts. 


V. Supremacy of federal government. 
A. State may not contravene United States law or treaty. 
B. Fourteenth amendment to constitution; decides first as to 
what constitutes federal citizenship; state citizenship de- 
_ pendent on federal; naturalization a federal function. 
C. Citizen’s allegiance not divided, but double; primarily to 
the United States. 
VI. Growth or development of government seen in— 
A. Amendments. 
B. The unwritten constitution. Ours theoretically a strictly 
written constitution; contrast with unwritten constitution 
of the United Kingdom of Great Britain and Ireland. 


Part IV.—History and Social Science. ae 


VI. Growth or development of government—continued. 
Precedents which have hardened into unwritten constitu- 
tional provisions in the United States— 
1. The functions of the electoral college. 
2. Incumbency of presidency limited to-two terms. 
3. Possibility of House of Governors becoming such a 
precedent. 


VII. Historical study showing the origin of the federal government. 
The formation and development of the constitution. 


VIII. Theoretical and historical study bearing on the origin and de- 
velopment of government and the state. 


IX. Comparison of the British cabinet system with the presidential 
system of the United States. 

A. Place of the titular executive in each system: President 
real executive in the United States; sovereign nominal ex- 
ecutive in Great Britain; cabinet really in control; ques- 
tion as to which system yields greater efficiency; differ- 
ence in prompt compliance with popular will; possibility 
of antagonism between the executive and the legislative 
departments in each system. 

B. Comparison of the government of the United States with 
that of other nations. The United States a federal re- 
public. Switzerland. Meaning of republic. Meaning of 
federal. Difference from confederation. 

1. Centralized republic—France. 
2. Aristocratic government—no existing example. 


3. Monarchy— 
a. Absolute—found now only among obscure 
peoples. 


b. Limited—the United Kingdom of Great Brit- 
ain and Ireland; the German Empire. 
Sources of information: 
Federal constitution. 
Class text. 
Bryce, “American Commonwealth.” 
Other textbooks. 


GENERAL SUGGESTIONS FOR CONDUCTING THE COURSE. 


1. It is expected that the teacher will expand upon the points brought 
out here covering the detail. 

2. Read carefully the preface of your text book. 

3. Compel the pupil to find material in text touching any given point 
by use of index and table of contents. They may have to be taught how, 
but it is worth the time. Avoid assigning lessons by pages. 

4. Before any lesson is assigned the instructor should carefully dis- 
cuss with the class the best methods of daily preparation. <A careful 
assignment of the advance lesson is an infallible time saver. Plans of 
study will vary with different classes, but certainly all of them will. in- 
volve the careful reading of the text, the making of memoranda on 
doubtful points, the looking up of unfamiliar words and expressions, and 
the correlation of the matter in the lesson with previous information and 
experience. Insistence on systematic preparation will do more to econo- 
mize the time of the recitation than any other single item. A little atten- 
tion during the early part of the term will secure it. The device of en- 
couraging students to write out, so far as possible, in advance the ques- 
tions they wish to ask in class saves time and puts a premium on in- 
telligent questioning. Many idle interrogations will be unasked. 

5. In study of local government compel pupils to get information by 
investigation wherever possible. After they have made their discoveries 
the textbook’s discussion can be taken up. 


56 Course of Study for. High School. 


6. In study of the city try to make comparisons with other cities that 
have come into the experience of the pupils. 

7. Benefit is always to be had by having the pupil come into contact 
with public officials either by calling on them for information or by 
bringing them directly into the class room. 

8. A textbook in civics is bound to have in it considerable historical 
and explanatory matter, necessary and.valuable in itself, but which need 
not be memorized. The time allotted for the subject will not permit reci- 
tation on the infinity of details that might be discussed. There is great ~ 
value in carefully reading all that the text contains, for the details clarify 
the larger and more important considerations. It is an impossibility, 
however, to recite each fact in class. The problem of the teacher is to 
give the student in the time allotted a definite understanding of the prin- 
ciples and practices of his local, state, and national government, together 
with the maximum of information best calculated to make him a good 
citizen. 

9. In taking up study of judicial systems make use of local attorneys 
—private, city, or county—also local or district justices whenever pos- 
sible. You are sure to find some one who will be glad to come before 
your class and discuss the judicial system in part or whole. 

10. The teacher should see that the pupil attains progressive ability 
in attacking each new problem. He should be able to attack the town- 
ship and develop the study of it with a keener insight than he did the 
school district, the city than he did the township, the county than he did 
the city, etc., until when he reaches the federal organization he should 
be able to select the important from the unimportant, rapidly and ac- 
curately. 

11.- In discussing any official or officer try to determine in how far 
the functions are legislative, executive or judicial. 

12. Pupil’s interest in the work can be retained by visits to places 
which have to do with governmental activities. The city hall; water, 
light and gas systems; public library; post office, jails; council meetings; 
courts in action; county officers; all will furnish excellent means for 
illustrating the work. Encourage the pupils to make reports on the 
various phases of government. Questions of civic interest may be made 
subject of class debates. Search topics should be assigned far enough 
in advance to give the pupil time to find material and put it. into shape. 

13. The questions at the close of each chapter of the text are valuable 
in bringing out the local conditions, and cana be used to a good advantage. 
The teacher must determine how much should be used. | - 

14. A talk oefore the class by some one who has had experience in 
serving as a legislator will help in developing the organization of legis- 
lative bodies. 

15. In the study and development of the state, your own state (see 
Kansas Supplement) should be the subject, with constant comparison 
with states in general as shown in the general subject. matter of the class 
text and other sources. 

16. A careful study of all charts in the text, especially those touch- 
ing economic phases, is valuable; it teaches the pupil to appreciate the 
value of graphic studies and to be able to interpret them; also fixes facts 
and furnishes basis for reasoning causes. Graphic studies by pupils 
themselves of tariff, political parties, etc., could be made. 

17. The teacher should never permit the pupils to lose sight of the 
fundamental importance of checks and balances in a democratic form of 
government, and how this was worked out in the development of state 
and federal constitutions. Point out the great fund of race experience 
and experiments in government that lies behind these ideas. 

18. The teacher will find it worth while to have a regular time for 
consultation. No topic.should be given out until the teacher has assured 
himself that the material required is available for the student’s use. If 
the teacher will require the pupil to report to him before giving the re- 


Part IV.—History and Social Science. 57 


sults of his investigation to the class, a great improvement in this kind 
of work will be effected. A little care early in the course can be made 
to stimulate a healthy rivalry for excellence in rendering oral reports. 
Placing written reports on a public reading table for the benefit of the 
class has sometimes been found helpful. 

19. The student should not be required to maintain a mental nk 
shop of isolated facts. - The relationship of the various departments of 
government should be brought out, and the student given an opportunity 
to apply his knowledge to some of the practical questions most likely 
to confront him as a citizen. Rapid reviews on the meaning of terms, 
the officers possessing given powers, the place for the settlement of given 
difficulties, the arguments for certain reforms, are all useful, interest- 
ing, and popular. A vast number of review questions in civics can be 
answered with “yes” or ‘“‘no.”. If the teacher takes pains to prepare the 
questions in advance, a thorough and valuable review can be given in a 
week. A premium should be placed on rapidity as well as accuracy. Let 
the students themselves prepare some of the questions for use in these 
exercises. The questions given in the outline are only suggestive of 
what the teacher can prepare for the work. Needless to say, the review 
should be on essentials. . 

20. Review of local and state government. The following are sug- 
gestive questions for rapid review. Explain: Immediate government, 
representative government, suffrage, citizenship, congressional township, 
charter, franchise, constitution, commission system of government, city- 
manager plan of city government, county-manager plan of county govern- 
ment (proposed), civil service, merit system, home rule, eminent domain, 
ordinance, primaries, bill of rights, checks and balances, initiative, refer- 
endum, impeachment, minority representation, ex post facto, quorum, bill 
of attainder, indictment, mandamus, injunction, police power, militia, 
treason, corporation, pool, trust, inheritance tax, appellate and original 
jurisdiction, common law, equity, plurality, majority, “boss,” budget, 
bonds, civil case, criminal case, direct taxes, panel of jurors, petit jury, 
grand jury, plaintiff, regents, registration, short ballot, sovereignty. 

Give the powers of: city assessor, county board, sheriff, prosecuting 
attorney, probate judge, city council, city board of education, governor, 
state senate, state house of representatives, board of equalization, state 
superintendent of public instruction, etc. When and how are each 
elected; term, qualifications, and salary? 

To what officer or governmental body would the following matters be 
presented? lLevying the city tax; probating a will; appropriating money 
for building county roads; regulating the hours of closing for saloons; 
establishing regulations for the penitentiaries; granting divorces; de- 
claring a state law unconstitutional; apportioning the members of the 
legislature among the counties; trying a man accused of highway rob- 
bery; electing a superintendent of schools; voting money for poor relief; 
assessing property for purposes of taxation; equalizing the assessment; 
apportioning the amount of state tax to be raised among the counties; 
complaint against improperly cleaned sidewalks; appointment of an 
alderman to fill a vacancy; enforcement of factory legislation; provisions 
for fire protection and water supply; issuing bonds for school purposes; 
giving a franchise to a telephone company; complaint against a police- 
man; repair of a city cross walk; punishing a man for spitting on the 
sidewalk; arson; drunkenness; application for a dog license, hunting 
license, marriage license; application for permission to practice medicine, 
to teach school in your county rural schools, to take the quarantine from 
the house; commitment of an insane person to a state hospital; proposal 
to amend the state constitution; a demand for a change in the city 
charter; request for a pardon or a parole. 

Tell whether it is constitutional in your state for the legislature to ap- 
point county judges, circuit judges; to legislate for the direct care of the 
insane, indigent, and criminal; to fix the maximum amount of tax which 


58 Course of Study for High School. 


your city may levy; to prohibit the carrying of firearms, the operation of 
pool rooms; to exclude from the state all alcoholic beverages; to compel 
children to attend school until at least fourteen years of.age; to issue 
paper money; to charter corporations; to establish a religion; to impeach 
and try the governor, mayor, or state supreme court judge; to refuse 
support for the state educational institutions; to use the money derived 
from the sale of each sixteenth section of the public lands for the pay- 
ment of legislative salaries; to regulate railway rates; to fix the salaries 
of school superintendents; to determine legal holidays; rates of interest, 
and hours of labor for women; to enter into alliance with Canada; to 
regulate the manner of elections; to exclude citizens of a neighboring 
state from entering your state; to create new state boards and fix their 
salary; to prohibit firms incorporated in other states from doing busi- 
ness in your own; to tax post-office buildings or hospitals or churches; to 
build and operate a railway; to appropriate money for the settlement 
of strikes, for payment of Confederate soldiers’ pensions, for building an 
athletic field at the State University, for erecting a town hall or court- 
house, or for a political campaign. 

May your city council legally grant franchises, condemn buildings as 
unsafe, incorporate business firms, close schools during an epidemic, 
license saloons, peddlers, or veterinarians, pave streets, issue bonds, in- 
crease the salary of the city officers, amend the city charter? 

21. To test judgment and application which of the following are con- 
stitutional : 

Congress disestablishes the army and navy, refuses to pay the presi- 
dent, makes a treaty without the President’s consent, appoints a Governor 
to fill a vacancy in your state, forbids the carrying of arms, repeals the 
law against smuggling, makes eighteen the legal age for voting in your 
state, gives immunity to counterfeiters, refuses to appropriate money for 
pensions, or for salaries of the federal judges, passes a statute making it 
illegal for government employees to petition for shorter hours, enlarges 
the number of the Supreme Court, prescribes for the whipping of wife 
beaters, accepts presents for the government from the Sultan of Turkey, 
presents the President with an automobile. 

Explain: Log rolling, party caucus, riders, lobby, filibustering, mi- 
nority President, electoral college, ea post facto, excise, implied powers, 
pocket veto, gerrymander, impeachment, senatorial courtesy, conventions, 
executive session, extradition, concurrent powers, spoils system, conserva- 
tion, reclamation service, free silver, protective tariff, ship subsidy, ad 
valorem duties, legal tender, treasury notes, bimetallism, naturalization, 
bankruptcy, Australian ballot, copyright, patent, habeas corpus, martial 
law, committee of the whole, legislation by committee, joint resolution, 
reciprocity. 

22. For yes and no answers. 

Is it possible for a majority of the people to vote for a presi- 
dential candidate and still fail to elect him? 
Can the United States Supreme Court overturn a state law 
regulating railway rates within the state? 
Was the President ever impeached? 
Does the constitution govern the organization of political 
"parties? 
Is there any limitation on the President’s pardoning power? 
Does the constitution compel negro suffrage? 
Does the constitutional provision for uniform duties protect 
the territories? 
Is it possible for the federal government to repudiate its 
Civil War debt? 
May the President remove cabinet officers without the consent 
of the senate? 
10. Does the national pure-food act protect you from adulterated 
foods prepared within your own state? 


mo Lo 


90 IN 


Part IV.—History and Social Science. ao 


11. Are there constitutional limits to the federal power of tax- 
ation? 

12. Has the federal government any exclusive powers of taxation? 

13. May Congress declare anything but gold and silver legal 
tender? 

14. May Congress exclude immigrants of a particular nationality? 

15. May Congress prohibit the consolidation of competing rail- 
ways? 

16. May a treaty be superseded by a statute? 

17. May a state be compelled to observe the provisions of a 
treaty? 

18. Was the Louisiana Purchase constitutional? 

19. Is the decision of the United States Supreme Court binding 
on succeeding courts? 

20. Are all citizens voters? 

23. Make a list of governmental functions and ask what officer or gov- 
ernmental body has them in charge. For example, treaties, appointment 
of postmasters, enforcement of laws relative to Indian affairs, disposition 
of troops, weather bureau, territories, immigration restrictions, collection 
of revenue, etc. 

CITIZENSHIP. 
(One-half unit.) 

Since civics has been expanded to a full unit course it is possible to 
place a much greater emphasis on the study of local government and 
civic conditions. Many of the features of a course in citizenship are 
now involved in civics. Schools limited in teaching force should not 
expect to carry both civics and citizenship in the curriculum, since each 
makes a heavy demand on a teacher’s time. Such schools had best offer 
only the year’s work in civics. 

However, when a school has ample teaching force, special courses of 
this type may be successfully organized, in the first year of the four- 
year high school or in the junior high school, but unless the teacher has 
had some special training in the organization of such courses it should 
not be attempted. 

It is expected that this course will be special in its nature; that is, 
utilized as a means of teaching the pupil to observe and make studies of 
actual local civic conditions and to study ways of improving them if 
desired. 

For example: (a) Local economic problems, such as manufacturers, 
business, labor, etc., and their relations to local, state and national gov- 
ernment. (06) Local health conditions, the application of pure-food laws 
and state health-regulation laws, civic and home sanitation, diseases, per- 
sonal sanitation, especially tuberculosis prevention. (c) Fire prevention: 
and fire hazards, protection against losses by fire, fire insurance. (d) 
Duties of the individual in return for governmental protection. (e) 
Activities of the local government and means of getting results from 
efforts to bring about social and political reforms. 


REFERENCE BOOKS. 


Following is a list of books dealing with the various fields of history, 
civics and economics. All are valuable as books of reference in supple- 
mentary reading and all are usable for high-school pupils. They have 
been chosen for their special value in presenting important phases of the 
studies and for their readability. A well-equipped library should con- 
tain all of these books. The upkeep of a library demands that no school 
year should be allowed to pass without adding something to the library. 
The star (*) is used to indicate the special value of the book as a 
reference, an additional one emphasizes this value. In purchasing from 
this list, therefore, the ones marked by the greatest number of stars 
should be considered first, the second greatest number next, etc. When 


60 Course of Study for High School. 


the stars are enclosed in parentheses it has special reference to schools 
approved for normal training; such schools should give consideration to 
these books. 
Many of the books will be found to overlap in scope; for example, — 
some listed for English history may apply to medieval and modern his- 
tory; some listed for medieval and modern history may apply to English 
and American history, and vice versa; some listed for American and 
English history may apply to civics and economics. Books of especial 
value for economics listed under other hcadings are marked thus f. 


ANCIENT HISTORY. 


*** Abbot, F. F. Society and Politics in Ancient Rome. Scribner. $1.25. 
** Breasted, J. H. Ancient Times—Story of the Early World. Ginn 
& Co. $1.60. 
~* Clodd, C.-E. The Story of the Alphabet. Appleton. 35c. 
* Clodd, C. E. Story of Primitive Man. Appleton. 365c. 
*** Cunningham, W. Western Civilization (vel. 1). The best book 
on the economic side of ancient history. Macmillan. $1.25. 
** Davis.. Readings in Ancient History. 2 vols. Allyn & Bacon. $2. 
* Day, Edward. Social Life of Hebrews. Scribner. $1.25. 
* Friedlaender, L. Town Life in Ancient Italy. Sanborn. 40c. 
ee* Guilick; Sarai B. Life of Ancient Greeks (illustrated). Apple- 
ton. $1.40. 
*k* Hawes & Hawes. Crete, The Forerunner of Greece (excellent). 
Harper Bros. 75c. 
** Hoernes, M. Primitive Man. Macmillan. 40c. 
the aay H. W. Private Life of the Romans. Scott-Foresman, 
1.50 
* Mahaffy, J. P. Old Greek Life. American Book Co. 35c. 
*** Maspero, G. Life in Ancient Egypt and Assyria (illustrated). 
Appleton. $1.50. 
* Plutarch’s Lives. 38 vols. Translated by A. H. Clough. Every- 
man’s Library. Dutton. Each, 50c. 
* Sayce. Babylonian and Assyrian Life and Customs. Scribner. 
7 5c. 
**k* Seignobos, C. -History of Ancient Civilization. Scribner. $1.25. 
** Winckler, Hugo. History of Babylonia and Assyria. Scribner. 
P1200. 
MEDIEVAL HISTORY. 


* Adams, George B. Medieval Civilization. American Book Co. 35c. 
*** Archer and Kingsford. The Crusades. Putnam. $1.50. 
Creasy, E. S. Fifteen Decisive Battles of the World. Everyman’: S 
Library. Dutton. 50c. 
*** Kmerton. Introduction to the Middle Ages. Ginn & Co. $1.12. 
* Fisher, G. P. History of Christian Church. Scribner. $3.50. 
*** Gibbins. History of Commerce in Europe. Macmillan. 90c.. 
* Jessopp, Augustus. The Coming of the Friars. Putnam. $1.25. 
*** Munro. History of Middle Ages. Appleton. 90c. 
*** Robinson. Readings in European History. 2 vols. Ginn & Co. $3. 
*** Seignobos. The Feudal Regime (translated by Dow). Henry Holt. 
50c. 
MODERN HISTORY. 


** Beard, C. A. The Industrial Revolution. Macmillan. 40c. 
Douglas. Europe and the Far East. Macmillan. $2. 
*** Wyffe. -History of Modern Europe (single-volume edition). Henry 
Holt. $2.75. 
** Hazen. Europe Since 1815. Henry Holt. $3. 
% ee K. F. Short History of Germany. 2 vols. Macmillan. 
3.50. 
* Johnston, R. M. Napoleon. A. S. Barnes & Co. $1. 


Part IV.—History and Social Science. 61 


Johnston & Spencer. Ireland’s Story. Houghton Mifflin. $1.40. 


+ Kirkup. History of Socialism. Macmillan. $2. 


7 ok 


7K ok 
7K 


ok 2K ok 


2k ok 


%* 


re 


a 


kok 
*K 


pre 


+8 


7 ok 
ok ok 


(*) 
7% 
fEae 


2 ok of 


*k ok 


2 KK 


(2%) 


Leckey. History of England in Eighteenth Century. 7 vols. D. 
Appleton & Co. $7. 

Lowell, A. L. Governments and Parties in Continental Europe. 
2 vols. Houghton Mifflin. $5. 


Lowell, E. J. The Eve of the French Revolution. Houghton 


Mifflin. $2. 

Mathews, Shaler. The French Revolution. Longmans. $1.25. 

Payne, E. J. European Colonies. Macmillan. $1. 

Rambaud. History of Russia. 3 vols. Dana, Estes & Co. $6. 

Reinsch, P. S. World Politics at End of Nineteenth Century. Mac- 
millan. $1.25. 

Robinson & Beard. Readings in Modern European. History. 2 vols. 
Ginn & Co. $2.50. 

Seignobos. Europe since 1814. Translated by Macvane. Henry 
Holt. $8. 

Skrine. Expansion of Russia. Macmillan. $1.50. 

Thurston. History of the Growth of the Steam Engine. D. Apple- 
ton & Co. $2.50. 


ENGLISH HISTORY. 


Cheyney. Industrial and Social History of England. Macmillan. 
$1.60. 

Gibbins, Henry De. B. Industrial History of England. Scribners. 
1.20 


‘ Green, J. R. Short History of English People. Harper & Bros., or 


American Book Co. $1.20. 
Gardiner. Student’s History of England. Longmans. $3. 
Montague, F. C. Elements of English Constitutional History. Long- 
mans. $1.25. 


U. S. HISTORY. 


Adams, T: S., and Sumner, H. L. Labor Problems. Recent Studies 
of Great Economic and Social Problems. Macmillan. $1.60. 
American History Series. 7 volumes. Scribner, each $1. 


Andrews, C. M. The Colonial Period (Home University Library). 


Holt. 50e: 
Andrews. U.S. History in Our Own Times. Scribner. $5. 
Blackmar. No. 17 Crane Classics. Crane & Co. 15c. 


Bogart, E. L. Economic History of U. S. Longmans. $1.75. 
k 


Burgess, J. W. Civil War and Constitution. 2 vols., Scribner, 
each $1. 

Burgess, J. W. Reconstruction and the Constitution. Scribner. $1. 

Burgess, J. W. The Middle Period. Scribner. . $1. 

Channing & Hart. Guide to the Study of American History. Ginn 
& Co. $2.50. 

Coolidge, A.C. The U.S. as a World Power. (Macmillan Standard 
Library.) Macmillan. 50c. 

Cowan. Industrial History of United States. Macmillan. $1.60. 

Dodge. Bird’s Eye View of Our Civil War. Houghton. $1. 

Elson. U.S. History. 1 vol. Macmillan. $1.75. 

Elson, W. Side Lights on American History. 2 vols. Macmillan. 
(75 cents each.) $1.50. 
Fiske, John. The Critical Period of American History. Houghton. 

2 


Fiske. Discovery of America. 2 vols. Houghton. $2. 

Fiske. American Revolution.- 2 vols. Houghton. Each, $2. 

Hart, A. B. Formation of the Union. Longmans. $1.25. 

Hart, A. B. American History as Told by Contemporaries. 4 
vols. Macmillan. Each, $2. 


62 Course of Study for High School. 


Vol. I —Era of Colonization, 1492-1689. 
Vol. II.—Building of the Republic, 1689-1783. 
Vol. III.—National Expansion, 1783-1845. 
Vol. IV.—Welding the Nation, 1845-1900. 
*** Jenks, J. W. The Trust Problem. McClure. $1. 
** Johnson. American Politics. Henry, Holt & Co. 80c. 
* Latane, J. H. America, the World Power, 1897-1907. Harper. $2. 
(***) Macdonald, Wm. Select Documents. Illustrative of the history of 
United States. .Macmillan. $2.25. 
** McLaughlin, A. C. History of American Nations. Especially good 
in political and constitutional history. Appleton. $1.40. 
Parkman. The Struggle for a Continent. Little, Brown. $1.50. 
Schouler. History of U.S. 6 vols. Dodd, Mead. Each, $2.25. 
*** Sparks. Expansion of American People. Scott, Foresman & Co. $2. 
* Stanwood. History of the Presidency. Houghton. $2.50. 
* Steiner, E. A. The Immigrant Tide. Revell. $1.50. 
+*** Taussig, F. W. Tariff History of U.S. Putnam. $1.50. 
*** Thwaites, R. G. The Colonies. Longmans. $1.25. 
** Willoughby, W. E. Territories and Dependencies of the U. S. 
Century. $1.25. 
*** Wilson, Woodrow. Division and Reunion. Longmans. $1.25. 


UNITED STATES HISTORY. 
Pedagogical References. 


(***) McLaughlin. The Teaching of American History. D. Appleton. 

Free. , 
(***) Hindsdale. How to Study and Teach History. D. Appleton. $1.50. 
(***) Bourne. Teaching of History and Civics. Longmans. $1.50. 


CIVICS. 
*** Bryce, James. The American Commonwealth. (Abridged edition.) 
1 vol. Macmiilan. $1.75. 
*** BPairlee. Local Government in Counties, Towns and Villages. 
Century. $1.25. . 
Fiske. Civil Government. 1 vol. Houghton, Mifflin. $1. 
*** Goodnow, F. J. City Government in U.S. Century. $1.25. 
Garner, James. Government in U. S. American Book Co. $1. 

** Qberholtzer, E. P. The Initiative, Referendum and Recall in 

America. Scribner. $2. 
+* Plehn, C. C. Introduction to Public Finance. Macmillan. $1.75. 
** Press Publishing Co. World Almanac for Current Year. (Order 

in cloth.) Press Publishing Co. 35c. 
* Ransom, W. L. Majority Rule and the Judiciary. Scribner. 60c. 
**k* Reinsch, P. S. American Legislatures and Legislative Methods. 

Century. $1.25. 
+* Shaw, A. (editor). The National Revenues. 

* Wilson, Woodrow. The State. D.C. Heath & Co. $2. 

aie Woodruff, C. R. City Government by Commission. Appleton. $1.50. 
ars Willoughby. Rights and Duties of American Citizenship. Ameri- 

can Book Co. $1. 

ECONOMICS. 


Bastable, C. F. The Commerce of Nations. Maeniillan. 
* Bullock, C. J. Introduction to the Study of Economics. (When not 
used as a text.) Silver, Burdett & Co. $1.28. 
*** Bullock, C. J. Selected Readings in Economics. Ginn & Co. $2.25. 
** Commons, J. R. Trade Unionism and Labor Problem. Ginn & Co. 
$2.40. ; 
Ensor, R. C. K. Modern Socialism. Scribner. $1.50. 
Hadley, A. T. Railroad Transportation. Putnam. $1.50 
*kk Hadley, A. T. Economics. Putnam. $2.50. 


Part IV.—History and Social Science. 63 
*** Tevons, W. S. Money and the Mechanism of Exchange. Appleton. 
$1.75. Twentieth Century Publishing Co. 75c. 
Johnson, E. R. American Railway Transportation. Appleton. 
$1. 50. 
*** Marshall, A. Principles of Economics. Macmillan. $3.75. 


*** Nicholson, J. S. Principles of Political Economy. Macmillan. $2.25. 
** Seager, H. R. Introduction to Economics. Holt & Co. $2.25. 

*** Taussig, F. W. Principles of Economics. 2 vols. aan, $4. 
*** White, H. Money and Banking. Ginn & Co. $1.50. 


PUBLISHING COMPANIES. 


Below are given the addresses of publishers. Companies usually fur- 
nish their own publications to boards of education at slightly lower 
(wholesale) prices than can be secured from book jobbing houses, and 
when many books of one publisher are purchased at once a saving is made 
by ordering direct. However, large jobbing houses (such as A. C. Me- 
Clurg & Co., Chicago) are prepared to supply promptly the books of all 
publishers, and all miscellaneous orders should be sent to them or given 
to a local dealer. In ordering state exactly what is wanted, including 
author, title, edition and publisher. This precaution is doubly important 
when purchasing through local dealers not accustomed to handling orders 
of library books. 


Allyn & Bacon, Chicago. 
American Book Company, Chicago. 
D. Appleton & Co., Chicago. 
Atkinson, Mentzer & Co., Chicago. 
Century Book Company, Chicago. 
Dodd, Mead & Co., Kansas City. 


Longmans, Green & Co., Chicago. 
The Macmillan Company, Chicago. 
Manual Arts Press, Peoria. 

Charles E. Merrill Co., Chicago, 

A. J. Nystrom & Oo., Chicago. 

Open Court Publishing Co. Chicago. 


Doubleday, Page & Co., New York City. 
E. P. Dutton & Co., New York City. 
Ginn & Co., Chicago. 

Harper & Bros., New York City. 


Orange, Judd Company, Chicago. 
G. P. Putnam’s Sons, Chicago. 
Rand, McNally & Co., Chicago. 
Row, Peterson &-Co., Chicago. 


D. C. Heath & Co., Chicago. Chas. Scribner’s Sons, Chicago. 
Henry Holt & Co., New York City. Scott, Foresman & Co., Chicago. 
Houghton, Mifflin Company, Chicago. Silver, Burdett & Co., Chicago. 
J. B. Lippincott Company, Philadelphia. Small, Maynard & Co., Boston. 
' Little, Brown & Co., Boston. Whitcomb & Barrows, Boston. 


ILLUSTRATIVE MATERIAL. 


The study of history is inseparably connected with a knowledge and 
understanding of geography and the ability to interpret maps illustrative 
of historical situations and movements. No course in history can be prop- 
erly taught without the use of maps and other illustration. No high 
school can be expected to rank high if the equipment does not contain an 
ample supply of maps illustrative of the various phases of history. Fol- 
lowing is a list of maps marked as to importance and should be purchased _ 
in that order. 

The ones marked star (*) should be considered first in purchasing, 
possibly those so marked could be purchased in form of a chart more 
reasonably than as individual maps. If not purchased in chart form each 
map should be in a case by itself for convenience in carrying from room 
to room. Whenever possible the text of maps purchased should be printed 
in English. 

ANCIENT HISTORY. 
Maps to show— 
The physical features of Eurasia or of Europe and Asia sepa- 
rately. 
*2, Ancient world—Egypt, Assyria, Babylonia, etc. 
*3. Ancient Asia Minor, including Palestine. 
*4, Eastern Mediterranean, showing Crete. 
5. Oriental Empires. 
*6. Greek and Pheenician colonization. 
*7, Ancient Greece and the Avgean, including the reeiae coast of 
Asia Minor. 
8. Alexander’s empire. 


e 


64 Course of Study for High School. 


*9, Ancient Italy, showing Sicily, Sardinia, Corsica, Carthage, etc. 
*10. Mediterranean world during Roman conquests. 
*11. Roman empire at time of Augustus and the emperors. 
*12. Barbarian invasiuns; breaking up of Roman empire. 


MEDIEVAL HISTORY. 
Maps to show-— 
*1, Europe at time of Charlemagne. 
*2. Mohammedan conquests. May be found in connection with other 
maps. 
*3. Europe during tenth century, especially the latter half, ‘including 
the Holy Roman: empire. 
*4. Hurope and Mediterranean shores at time of crusades. 
+5. England and France from twelfth to sixteenth century. 
+6. Europe about 13850 to 1400 A. D. 
+*7, Commerce in medieval period. 
*8. World during age of discoveries and explorations, including 
colonization. 
*9. Europe at time of Charles V and the Reformation. (The refor- 
mation may be treated in a separate map.) 
*10. Europe, to show the conditions at close of Thirty Year’s War, 
1648, and latter half of seventeenth century down to 1700. 
11. Europe during eighteenth century to 1789. 
712. England during Tudor and Stuart period. 


MODERN HISTORY. 
Maps to show— 
*1. Europe during French Revolution and Napoleonic period. 
*2. Europe in 1815, after Congress of Vienna. 
73. England and Europe at the time of industrial revolution. 
4. Modern Italy. 
5. Modern Germany. 
+*6. World, showing political divisions in latter part of nineteenth 
and early part of twentieth centuries. (Better if it includes 
commercial trade routes up to date.) 
*7, Africa, showing the partition. 


_ ENGLISH HISTORY. 
Maps appearing in previous lists marked thus 7 apply to English his- 
tory; besides these there should be maps to show— 
1. England under Roman Empire. 
2. England at the time of Saxon and Danish invasions. 
3. England at time of Norman conquest. 
4, England at time of the reform of 1832. 


UNITED STATES HISTORY. 


The most desirable maps for the study of United States history are put 
up in the form of charts, and illustrate political, social and territorial 
phases of the study. The State School Bock Commission has approved the 
following: 

1. Sanford’s American History Maps, published by A. J. 

Nystrom & Co., Chicago. 

2. Foster’s Historical Maps of American and United States 
History, published by Rand, MacNally & Co., Chicago. 

Hither of these is excellent. In addition there should be a large phys- 
ical map of the United States. No. 8, under medieval history, and No. 6, 
under modern history, are also necessary if not already purchased. 

Following is a list of map publishing companies whose publications 
are approved by the State School Book Commission: 

Denoyer-Geppert Co., Chicago. 

A. J. Nystrom & Co., Chicago. 

Rand, McNally & Co., Chicago. 

Atlas School Supply Co., Chicago. 
Ey 


STATE OF KANSAS 
DEPARTMENT OF EDUCATION. ¢ 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


1917 


PART V.—ELEMENTARY SCIENCE. 


KANSAS STATE PRINTING PLANT. 
W. R. SmituH, State Printer. 
TOPEKA. 1917. 

7-898 





47D 
KISoh 
Mp? 


2% Taly4 nee 


STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan 


THOos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City 


W. O. STEEN, 
Superintendent of City Schools, Beloit 


(Tread 


H. W. SHIDELER, 
Superintendent of City Schools, Girard 


L. D. WuITTEMORE, Secretary, 
Topeka. 


(3) 


: 25Tohy] cinert < 


GENERAL CONTENTS. 


PART AU ie eae eae SYNOPSIS. 

PART SA Deer eee ENGLISH. 

PARTS Rea at ee MATHEMATICS. 
PARTS AS Sater ert HISTORY AND SOCIAL SCIENCE. 
PART Vee at teen SCIENCE. 

PART AVI cee nae FOREIGN LANGUAGES. 

PART SVD ese NORMAL TRAINING. 

PART) Vv. ee COMMERCIAL SUBJECTS. 

PART IT Xoee tae aoe INDUSTRIAL SUBJECTS. 

DART eX sera, ee MUSIC AND ART. 


CONTENTS OF PARTY. 


PAGE 
ELEMENTARY. SCIENCE 2) 06. o.co5l Gocea hte «atone pie tke eee 5 
PHYSICAL*-GEOGRAPHY 4.4... S95 .5 Symes Sioa ce a eaiee Woes beac ee 42 
AGRICULTURE 520 oe ony a 'adoe-d ac wliece ibis Sag. ane igo ele a alg ti alae oe oa enn 17 
PHYSIOLOGY 65 5 Fo OS es aca eas ane Sg 26 
BOTANY 665 oc e'clee cue aoe G4 bows hie -o atetielie os Unael ety cet cee = kann creer ae 36 
LOGLOGY » sis evra o vi s'ook ose Sch ae % sep ho le ole wise. keg Gee NaN ae ne reser en 42 
CHEMISTRY... oo 5 os. 2 eae ood one -eve eie's_¢ 5 boa ae o mela A aed ated eo he eee AT — 
PHYSICS (0). ccc s 550 hate cc oleae ok Weis tal bypenin Catone tae a, iter eta ann ee 57 

(4) 


( 


Cat 
3 C en 
Course of Study for High Schools. , 


eae tr 
SCIENCE. te et lb 


ELEMENTARY SCIENCE. 


(One .unit.) 


_ it will be seen that the course in elementary science has been out- 
lined to cover a full year. There may be schools, however, that desire 
to give only a half year to the subject. This can be done only by 
omitting part of the work as outlined. Under no circumstances should 
the course be shortened merely to avoid the necessity of providing equip- 
ment, thus making elementary science a mere textbook study. Like any 
_ other science course elementary science requires equipment if the work 

is to be made interesting and effective. 


AIMS. 


The aims of science teaching are variously stated by different writers, 
some emphasizing one result and others laying stress upon another. 
In fact, the aim in science teaching is not single, but multiple. We 
seek several distinct types of result. 

The first aim in general science teaching is to develop in the pupils 
the ability to think clearly and accurately about scientific material. It 
must go farther and create in the pupils the habit of thinking scien- 
tifically about the problems of life as they arise either in the classroom 
or outside of it. 

In order to accomplish these ends several conditions are requisite: 
(a) The topics to be studied must eee to the pupils, else their 
codperation can not be secured. Tasks that are not significant do not 
stimulate thought and are learned as memory work only. (6) The topics 
must be presented to the pupils in the form of problems for solution, 
and the solution must depend upon some form of activity on the part of 
the pupils. (c) The problems to be presented to the pupils must be 


complete, representing real situations. (d) The problems presented must 
represent situations very similar to those arising in common experience 
or identical with them in order that there may be the least possible 
difficulty in carrying the problem-solving attitude of the classroom into 
the practical affairs of life. (e) The method must be repeated through- 
out the course in order that the student may come to. feel that most 
problems will yield to determined attack and that he may acquire the 
habit of so attacking his problems. 

A secondary aim in general science is that of imparting information. 
It is much the fashion to decry information courses. At the same time, 
those who have worked with first-year pupils know that there is a‘ 
postive need of information for its own sake. The first-year pupil has 
not yet passed beyond the stage of getting acquainted with his universe. 
There are a great many facts, important facts, that he has not yet 
learned. For instance, it is important that he should know that flies 
are a medium for the transmission of disease. Certainly no course 
should be organized for information only, but it may well be asked 
regarding any course in general science whether it fairly represents 
the facts a first-year pupil should acquire. Fortunately, the facts a, 


(5) 


6 ~ Course of Study for High Schools. 


pupil ought to know are, very largely, precisely those regarding which 
he is interested, and the most successful method of presentation will 
stimulate his thought. 

Other aims may coexist along with the two that have been mentioned. 
It is certainly the business of the schools in a democracy to supply its 
citizens with a common body of scientific information to which appeal 
may be made when public questions, either national or local, involve 
science. Those citizens who have been trained to weigh evidence and 
decide questions on the basis of fact rather than prejudice should form 
the solid nucleus of our communities. ; 


SCIENCE IN LIFE. 


The experiences of life present themselves to us very largely in the 
form of a series of problems, and these problems very commonly involve 
scientific elements. The problems arising are based upon practical situa- 
tions in which no separation can be made between the several sciences. 
The problem of growing a field of corn may appear to be a botanical 
one; but successful solution of it requires a practical employment of a 
knowledge of the physics of soils, the chemistry of fertilizers, the zodlogy 
of insect pests, a knowledge of the mechanics of farm implements, and 
of the economics of labor, as well as a knowledge of the botany of the 
corn plant, of plant diseases, and of the associated weeds. Likewise, 
the mastery of an automobile calls into play a wide range of mechanical, 
physical, chemical and psychological knowledge. 

In the practical situations mentioned no satisfactory solution can be 
reached by abstracting from the problem those elements pertaining to 
a single science and studying them alone. On the contrary, all phases 
of the problem must be studied as a whole, finding their unity in the 
problem rather than in scientific relationships. 

In order that pupils may form the habit of solving their problems 
in the light of all the facts, and in order that there may be the greatest 
probability that this method will actually be carried from the school- 
room to practical affairs, it is important that the early experiences of 
the pupils with science shall not be limited by the more or less arbi- 
trary boundaries between sciences. Hlementary science is general be- 
cause the experiences of life are general. 


METHOD. 


General science must not be interpreted, however, as merely a par-— 
ticular selection of science materials. It must be considered primarily 
from the point of view of method. Indeed the selection of materials 
happens to be such as to be called general merely as a consequence 
of the situation to which general science addresses itself, as pointed out 
above, and of the method which it adopts. 

Examination of the chapters in science textbooks will show the fol- 
lowing to be a very common method of presentation. First, the author 
presents a statement of the general principles involved in the matter 
under consideration and defines such terms as he thinks necessary. 
_ Secondly follow discussion, elaboration, and experiment. Lastly, there 
are annexed a few practical applications which serve to further illus- - 
trate the principles enunciated in the first part of the chapter. 

A second method precisely reverses the procedure given above. It 
finds its origin in practical situations involving some elements that the 
pupils are not able to explain and regarding which they already desire 
further information or which are of such nature that the pupils’ interest 
may readily be aroused. When the problem involved is really appre- 
hended as a significant problem, the pupils proceed to the second stage, 
that of investigation by experiment and reading, and of discussion in the 
formal recitation. The statement of principles and definitions comes 
last as a crystallization of the ideas secured by investigation and thought. 


Part V.—Elementary Science. q 


This method obviously requires that the topics be presented as problems 
for solution. The two methods may be summarized as below: 


A. B. 
1. Definitions and principles. Practical situation. 
2. Discussion and experiment. Investigation and discussion. 
3. Practical applications. | Definitions and principles. 


The second method, B, is the method of general science. General 
science is to be interpreted as a method of developing the habit of 
scientific thinking and imparting scientific information through the in- 
vestigation of a series of real problems arising in practical situations in 
the school, the home, the playground, or in connection with other activi- 
ties of the pupils.. The investigation of such problems compels the in- 
clusion of materials from many or all sciences; but such wide variety of 
material is included in order to explain the phenomena, and not with the 
intention of giving any certain percentage of the time to each science. 
The conditions of the method compel such a science course to become 
general science, but it does not follow that a selection of topics as- 
sembled from several sciences is necessarily general science as the, term 
is now understood. If such topics are taught as isolated and specialized 
topics, they will have lost rather than gained by dissociation from their 


former surroundings. 
ORGANIZATION. 


The organization of general science is a consequence of the method. 
As indicated above, the course consists, essentially, of a series of prob- 
lems closely related to practical situations. Obviously the task of or- 
ganization is so to relate these problems to each other that the pupils 
pass from one to the other in a manner that is easy and natural, rather 
than so to relate them that they fall into place as parts of a philosophical 
system which may appeal to the mature mind as logical. Such logical, 
symmetrical, and systematic presentation of the field of science is im- 
portant, but it is properly assigned to the relatively more advanced 
special science courses in the high school. 

General science concerns itself more with the pupil and less with the 
subject. It establishes its problems or topics in a sequence such that the 
pupil passes readily and naturally from one topic to another, at the same 
time carrying forward a genuine educational progression. Such or- 
ganization is sequential rather than analytical. It is so thoroughly log- 
ical from the pupil’s point of view that questions from the class fre- 
quently anticipate the problems scheduled for future consideration. A 
general science course must not be without organization, but its organi- 
zation is of a different type from that employed in other science courses. 
As a consequence of the method and the organization set forth above, 
general science can not be taught as a definition and memory course. 
When once it is formalized as a set of facts, definitions, and principles 
to be memorized, it ceases to be general science. Laboratory, field and 
library work are essential, for the essence of the general science idea is 
investigation—investigation of significant practical situations. 

Accordingly; (a) general science is an attempt to make the introduc- 
tion to science more vital, and to give science an opportunity to function 
more largely in the lives of individuals; and (b) the starting point in 
general science teaching is a problem or practical situation. 

Studies of the results of general science courses show that such courses 
commonly increase the desire of pupils to elect the more advanced science 
courses of the school, guide them in making their later elections, enable 
them to take hold of later science work much better, and provide a fund 
of knowledge that is immediately useful. 

\ 


8 Course of Study for High Schools. 


LABORATORY. 


Laboratory work should always form the more important part of a 
course in general science. This should be individual laboratory work on 
the part of the pupils as far as possible. It is obvious that only indi- 
vidual work will give each pupil practice in solving problems, and in- 
vestigations show that pupils almost unanimously prefer it to demon- 
strations by the teacher. 

The apparatus need not be elaborate though here, as elsewhere, a 
proper provision for teaching equipment will greatly increase the effi- 
ciency of the teacher and the pupils. If the school possesses laboratories 
of any sort, these should be drawn upon for materials.. Many articles 
of common use brought from the homes of the pupils will be serviceable, 
and mechanical toys, engines, motors, and the like, may be used to great 
advantage. There are certain advantages in utilizing commercial ma- 
terials wherever possible. It is convenient, for instance, to possess a 
glass model of a lift pump, but a more significant study may be based 
upon the pump in the school well or on a neighboring farm. Ordinary 
supplies, such as bottles, test tubes, glass tubing, rubber tubing, and 
stoppers, should be supplied as a matter of course in any school, attempt- 
ing any sort of science work. ; 

A critical examination of laboratory exercises in general science will 
show that very little special apparatus is required, and that the most 
significant exercises may be worked out with the resources available in 
any standard school. . 

An important part of the work may be done outside the classroom by 
visits to local industries, by out-door study of soil types and physio- 
graphic processes, and by observation of plants and animals. The facili- 
ties of the laboratory may thus be greatly supplemented. 

It is supposed that the teacher will have the laboratory manual which 
accompanies the state textbook. In addition there should be available 
several other manuals from which very useful suggestions and exercises 
may be secured. The following are suggested. 

Caldwell, Eikenberry and Pieper. Laboratory Manual in General 
Science (looseleaf or bound edition). Ginn & Co. 

Brownell. Laboratory Exercises in General Science. The Macmillan 
Co. 


LIBRARY. Cay 


No books have been published for the purpose of supplementing the 
general science course. The best supplementary material is likely to be 
found in the common text books of science and in the books commonly 
used for reference in high-school science work. Pupils should be en- 
couraged to use the library of the school and the public library in seek- 
ing the solution of their problems. 

There are in print a number of textbooks of general science all of 
which are of interest to the teacher of general science in giving a point 
of view. The following is believed to be a complete list: - : 
Barber. First Course in General Science. Holt. 

Hessler. The First Year of Science. Sanborn. 

Caldwell and Eikenberry. Elements of General Science. Ginn. 
Clark. General Science. American Book Company. 

Snyder. First Year Science. Allyn & Bacon. 

Weckel and Thalman. A Year in Science. Row, Peterson & Co. 
Elhuff. General Science. Heath. 


OUTLINE OF COURSE. 


The following course is outlined with the preceding suggestions in 
mind, but to a very large extent it is the teacher alone who can make 
the suggestions effective. The spirit of the course depends upon the 
teacher and not upon the outline. 


Part V.—Elementary Science. 9 


The whole course is divided into a number of major divisions. It is 
believed that there is much pedagogical advantage in this arrangement 
when a course is to be taught to the younger pupils. Experience shows 
that they are not adapted to give attention to a single subject for a 
long period. Youth needs to see evidences of progress. To close up one 
division of the subject and start on another supplies a satisfactory feel- 
ing of progress and change. 

The course as outlined follows the state textbook—Hessler’s The First 
Year of Science—as closely as possible, and all references are to it. 


I. Study of the atmosphere. 
A. Air and fire. (Chap. III.) 


1. Weight and pressure of the air. Introduce the topic by 
such discussion as will bring out the questions regarding 
the air that are natural to every youth. When the class 
is in the attitude of wanting to find out about the weight, 
pressure, and other characteristics of the air, proceed 
with experimentation. 

2. What is the composition of the air? Oxygen, nitrogen, 
carbon dioxide. 

3. What is the relation of the air to combustion? What 
happens when things burn? 

B. Heat. (Chap. IV.) 

1. How may temperatures be measured? Thermometers. 
Connect with the preceding topic by discussing the heat 
developed in flames, and allow the class to raise ques- 
tions about the actual temperatures of flames. Do not 
proceed with discussion of thermometers on the sup- 
position that the pupils are wholly ignorant of ther- 
mometers. Give them credit for what they know, and 
investigate the unknown. 

2. Heating appliances and the distribution of heat. How 
does a hot-air furnace work? How a stove heats a room, 
and other similar questions, leading to investigation of 

_ the principles of heat distribution. 

3. Physical states of matter, dependent on temperature. 
(Pages 65-68, 83-87.) 

4, Under what conditions does an object “catch fire’? - 
Kindling temperatures. 

5. How is the heat of the body maintained? 

C. The weather. (Chap. XIII.) 
1. Practical importance of weather phenomena. 
2. Heat and pressure changes, and relation to the winds. 
a. What are the conditions giving rise to land and 
sea breezes? 
b. What are the conditions giving rise to our ordinary 
weather changes? Cyclones. Thunderstorms. Tor- 
nadoes. 
c. How is it possible to foretell weather conditions? 
3. Temperature changes and humidity. | 

a. How do temperature changes affect the apparent 
humidity of the air? 
How are dew and frost accounted for? 
How are clouds and rain produced? 
What are the moisture conditions in the parts of . 
a cyclone? 


po > 


II. Composition of some common substances, and some laws of chem- 
istry. . 
A. Effect of heat on some common substances. 
1. Heat a bit of wood in a test tube until it 1s blackened. 
Do the same with starch, and with a large number of 


oa - 


10 Course of Study for High Schools. 


II. Composition, common substances, and laws of chemistry—continued. 
organic substances, until the pupils have the idea that 
this black substance is a very common constituent of 
familiar objects. Let them learn from the textbook that 
the substance is carbon. 

B. Forms of carbon, and some important substances containing it. 
(Chap. VII.) 
1. Coal. 
2. Petroleum. 
3. Coal gas, and other hydrocarbons. 
4. Carbon dioxide. 
C. Compounds and elements. (Chap. VI.) 
1. Refer to experiments and studies with carbon-containing 
substances in which the presence of carbon was not ob- 
vious. Raise question regarding how it could be present. 
Discuss decomposition of starch in previous experiment, 
noting carbon and water as residue. 
2. Decomposition of water as an example of chemical 
change. 
3. Distinctions between elements, comoonnial and mixtures. 
4, The properties of hydrogen. 
5. Other compounds and elements. 


III. Light, sound, and electricity. 
A. The camera and the laws of light. (Chap. IX.) 

Have a pupil bring a camera to school. Set it up and allow 
all to examine the image if they are not already familiar 
with cameras. Use the camera as a basis of discussion 
in which questions are raised. 

Why is the image inverted? Develop law that light 
travels in straight lines. Pinhole camera. 
How does the lens assist in forming the image? Refrac- 
tion. 
Why is the interior of the camera blackened? Reflection 
and diffusion. 
Mirrors. 3 
Prisms. Other optical instruments. 
Luminous, transparent, and opaque bodies. 
B. Sound. Follow the textbook. (Chap. IX.) 
C. Magnetism and electricity. (Chap. VIII.) 
1. Magnets and their uses. 
2. Atmospheric electricity (frictional electricity). 
a. Manifestations of electricity in the atmosphere. 
The lightning. (Sec. 147.) 
b. Characteristics of frictional electricity. 
3. Electric currents and their effects. 

Electric bell. Use the bell to stimulate questions and 
develop problems regarding electric currents, con- 
ductors, insulators, magnetic effects, ete. 

Magnetic effects. Bell, telephone, etc. 
Incandescent lamp and heating effects. 
Sources of current. Cells. Dynamo. 
Further practical uses of electric currents. 


ank WwW mM 


one> 


IV. Man’s control of nature. 
A. Work with machines. (Chap. X.) 

1. The need of machines. © 

2. What advantages in using a lever? The law of ma- 
chines. 

3. Laws and particular advantages of pulley, wheel and 
axle, inclined plane, screw. 

4. Force, work, and energy. (Chap. II.) 


Part V.—Elementary Science. 11 


IV. Man’s control of nature—continued. 
B. Controlling the home environment. (Chap. XII.) 

1. What is the modern method of supplying water to the 
home? 

2. What are the advantages of the different types of heat- 

-ing method? 

3. How should the home be ventilated? 

4. What are the advantages and disadvantages of each 
type of lighting? How should a modern lighting plant 
be installed? 

C. Controlling community conditions. (Chap. XX.) 

“What are the causes of contagious diseases? 
What have insects to do with the spread of disease? 
How may germs be destroyed? 
How may the distribution of germs be prevented? 
Typhoid, water supply, and sewage. 
Tuberculosis and colds. 
Diphtheria and antitoxins. 
Smallpox and vaccination. 
Quarantine and the protection of the public health. 
What is your community doing to protect the health of 
the people? 
D. Cleaning processes. Acids, alkalis, and soap. (Chap. XI.) 

1. The action of soap. 

2. The making of soap—oils, acids and alkalis. 

3. Other cleaning methods. 


Bt ei So acon Peg ae 


Ee 


V. Our neighbors—plants and animals. 
A. The soil, and its relation to plants. (Chap. XIV.) 
1. What is the nature of the soil? 

Examine soil to discover its particles, their nature, size, 
etc. Assort the particles by allowing soil to settle 
in a deep vessel filled with water. Burn out the 
humus by heating soil in an iron pan. 

2. What is the origin of soil? Weathering. Erosion. Gla- 
ciation. 
3. How may fertility be preserved? 
B. Relation of plants to the soil. 
C. Growth and reproduction of plants. (Chap. XV.) 
. Absorption of water. The roots. 
Transportation and loss of water. Stem and leaves. 
Food-making. The leaves. 
Growth. Buds and twigs. 
Reproduction. Flowers and seeds. 
Classes of plants. 
Growing plants for practical purposes. Agriculture. 
(See, also, chapter XIV.) 
D. Study of animals. (Chap. XVI.) 
1. Relations of animals to man. (Sec. 347.) 
a. The simple animals. (Secs. 3338, 334. Omit un- 
less conditions favor work with compound micro- 
scopes.) 


Er icake cee 


b. Starfish. (Treat very briefly, or omit.) 
ec. Earthworm. Effect of earthworm activity upon 
the soil. 
-d. Mollusks. Clam and oyster. Fisheries. Shells. 
e. Crayfish. (An interesting animal for observation, 
but topic not especially important.) 
f. Insects, friends and foes. 


12 Course of Study for High Schools. 


VI. Our bodies as working machines. 
A. What are the principal parts of the machine? (Pp. 338-347.) 
B. How is food supplied to the body? (Pp. 347-379.) 
1. Digestion. 
2. Absorption. 
3. Circulation. 
4, Assimilation. 
5. The diet. . 
C. How is oxygen supplied to the tissues? (Pp. 379-388.) 
1. Breathing and gas exchange in lungs. 
2. Oxygen distributed by the circulation. 
3. Respiration in the tissues. 
4, Voice. 
D. How are wastes removed? oie Fees (Pp. 379, 381, 388- 
392.) 
1. Removal of carbon dioxide be lungs. 
2. Nitrogen wastes removed by kidney. 
3. Water, etc., discharged by skin. : 
4. Water also discharged by lungs and kidneys. 
E. How are the activities of the body regulated and controlled? 
(Chap. XIX.) 
F. The special senses. (Chap. XIX.) 


- PHYSICAL GEOGRAPHY. 


(One-half unit.) 


The following discussion is based on Tarr’s New Physical Geography, 
adopted for high schools in 1917. 

One great difficulty with the teaching of physical geography is that 
teachers too frequently are not themselves sufficiently well read in the 
subject. As Tarr’s New Physical Geography has been adopted as the 
official text for the state, it would be well if every-teacher of the subject 
would procure a copy of Tarr and Martin’s College Physiography, 
in which the same subjects in much the same order are treated by the 
same author in a much more extended form. The subject itself is fasci- 
nating to any one who is at all interested in his environment; and the 
teacher, by conning the larger text in advance of the lessons assigned in 
the high-school text, will be able to round out the latter with many in- 
teresting supplementary facts and thus insure a wide-awake and willing - 
class. 

To hold the students’ interest it is essential that laboratory work be 
systematically offered and made a basic part of the course. As recom- 
mended in earlier editions of the high-school course of study, this work 
should occupy one-fourth to one-half the time of the student in the class- 
room. The Laboratory Manual for Physical and Commercial Geography, 
by Tarr and von Engeln, provides exercises that very closely correlate 
with the text of the New Physical Geography, and its use calls for a 
minimum of equipment. Smaller schools that have hitherto not at- 
tempted laboratory work because of the probable expense involved will 
find that by using this manual they can do excellent work in the subject 
at very little cost. To guide the teacher in the use of the laboratory 
manual there has been prepared A Guide for Laboratory Geography 
Teaching, by O. D. von Engeln, that contains many practical hints on- 
carrying out the exercises, together with a key to the results that should 
be obtained and specific information in regard to where all the material 
required may be secured, It will be well for the teacher to do the work 
of each exercise in advance of the class. 


Part V.—Elementary Science. 13 


As only a half year is usually given to the subject, it will be necessary 
for the teacher to choose from among the exercises available: 

_ 1. Those most valuable to students whose homes are in Kansas. 

2. Those that correlate particularly with the local environment. 

3. Those that can best be taught with the equipment available. 

Thus it would be foolish in Kansas to make an intensive study of the 
ocean and shore lines and neglect to give especial attention to plains and 
the atmosphere. The Tarr and von Engeln Laboratory Manual is par- 
ticularly adapted to selective exercise work because it is constructed on 
the loose-leaf plan. The teacher should carefully survey the local en- 
vironment for the best opportunities for field trips. No generalized out- 
line can direct field work for all localities in the state. If the subject 
matter of the text is understood by the teacher, abundant illustrations of 
its facts will be found in any locality. Volcanoes are not available in 
Kansas, but many other physical geography phenomena are. Above all, 
emphasize on such field trips the bearing that the physical geography of 
the region has on the way the people in it live and work. It will be sur- 
prising how great is the influence of the form of the earth’s surface and 
its structure and processes, past and present, on the daily lives of in- 
dividuals in any one place. . 


The Earth as a Planet. (Chapter I.) Unless the teacher is thor- 
oughly conversant with the elemeritary facts of mathematical geography, 
study of this chapter may well be deferred to the end of the term and 
then taken up in connection with Appendix A and Appendix B. Whether 
taken up at once, or later in the course, it will be well to encourage the 
class members early in the course to make personal observations of the 
position of the Big Dipper on different nights, at different hours, in its 
relation to the North Star, and also of the sun and moon with regard to 
their position in the sky during the course of a month at the same hour 
of the day. This subject can never be grasped from text study only; it 
must be supplemented by demonstrations and personal observations and 
experiments on the part of the student. In the Laboratory Manual, ex- 
ercises I, V, VI and VII are most essential, exercises II, III and IV are 
supplementary and are needed if Appendix A and Appendix B are taken 
up with chapter I. Where time is limited, the teacher will do well to go 
through each of the exercises in the manual and strike out such ques- 
tions and paragraphs as may be outside the particular phase it is sought 
to emphasize. In a short course not all the work can be given; some- 
thing must be omitted. It is far better to do this and do what is left 
well, than to do all in a slovenly, careless, and unproductive way. Hence 
the teacher should make choice according to a definite plan, which, in 
general, should emphasize that which he himself understands best. 

There is little need in this outline of indicating special topics that should 
receive emphasis, for in each chapter of the text the “Summaries” pro- 
vide exactly that information, and also give the teacher the basis for 
framing pertinent questions in recitation work. Thus the first summary, 
page 3, has, “The earth is a slightly flattened sphere’; and from this 
the question follows directly, What proofs have you found from the 
text or in the laboratory that the earth has spherical form? If this 
method is followed throughout the course, all the essential topics will 
be covered. The topical outline at the end of each chapter will serve 
for more intensive study of particular phases. 


General Features of the Earth. (Chapter II.) Dwell on the relative 
slightness of the surface relief of the earth from ocean bottom to moun- 
tain top in comparison with its diameter. Difficulties of man if relief 
averaged even twice as great. Paragraphs 15 to 26, inclusive, can be 
passed over rapidly. Perhaps for home study the task may be assigned 
of listing all the important plains, plateaus and mountains of each 
continent and making a comparison as to the relative extent of each 
on each continent and the significance of this comparison with reference 


14 Course of Study for High Schools. 


to human habitations. Paragraph 16 should be well understood. Use 
a globe map—one of the suspensicn type if available—in classroom 
demonstrations. 


Changes in the EHarth’s Crust. (Chapter III.) In connection with 
the study of this chapter, take up exercises VIII, IX, XI, XIII, XIV. 
If only very limited time is available, select most, essential work in 
VIII, IX and XIV. If it is thought well to do this part of the laboratory 
work thoroughly, exercises VIII to XIV, inclusive, can all be studied to 
advantage. Supplement the laboratory work by consulting Appendix C 
of the text for information on obscure points in observation. Emphasize 
the sedimentary formations, since these constitute the structure of Kan- 
sas. Encourage each student to make a small mineral and rock collec- 
tion of his own (see Laboratory Guide mentioned above in regard to 
where these can be secured) and to supplement this by local specimens, 
each carefully labeled as to kind and place secured. Paragraphs 20 to 
28, meclusive, give topics for some of the best opportunities for field 
excursions. It may be noted that the presence of anticlines indicates 
the possibility of finding oil or gas in the rocks below. Try to determine — 
the attiude of the rocks in your locality. 


Rivers and River Valleys. (Chapter IV.) This chapter should be 
studied intensively. Much of the subject matter of the physical geog- 
raphy of the lands depends on the principles of river valley develop- 
ment. Have students write an essay on characteristics of Kansas stream 
valleys (using physical geography terms) that have come under their 
observation, such as aggrading or degrading, meandering, topography 
of divides, etc. 

This is another good chapter on which to base field work in Kansas. 
Exercise XIX in the Laboratory Manual will do much to clear up the 
nature of the processes as described in the text and seen in the field. 
If apparatus is not available, the exercise can commonly be performed 
out-doors with an improvised earthen pond and a garden hose and nozzle. 
Exercises XVII and XVIII may well follow this. 


Plains, Plateaus and Deserts.. (Chapter V.) In view of the fact that 
Kansas is largely plains country, this topic should be given more than 
average attention. By means of exercises XXI to XXVIII, inclusive, 
study the various plains and plateaus of the United States comparatively. 
Supplement this work by study of the pertinent paragraphs in Chapters 
XV and XVI of the text. (Teacher should indicate these to class.) If 
time will not-permit completion of all the exercises, XXI to XXVIII, the 
most important for Kansas students are XX VI, XXIV and XXVIII, in 
the order given. : 

Mountains. (Chapter VI.) Study particularly paragraphs 67, 68, 
72, 73, 76, 77, 78, and 79. In the Laboratory Manual, exercise XXIII 
is most pertinent for Kansas students; and if time is available follow 
with XIX, XXXVIII and XXX. 

Volcanoes, Earthquakes and Geysers. (Chapter VII.) Study Pelée, 
Krakatoa, and the Hawaiian volcanoes and their eruptions, with the 
purpose of comparing the form of their cones and the nature of out- 
bursts. With these three as types, study other volcanoes described in 
the text. The teacher should read about the recent eruptions near 
Lassen Peak (see College Physiography) and give facts to class; also 
about Katmai, in Alaska. Study paragraphs 93 to 95 in connection with 
exercises XII and XXXIV in the Laboratory Manual. 


Glaciers and the Glacial Period. (Chapter VIII.) The ice of the 
glacial period in one of its earlier advances covered the northeastern 
part of Kansas (see Fig. 270 of the text) and out-wash and wind (loess) 
deposits extended the effect of the ice beyond its actual front. These 
facts should be the cue for giving interest to the study of this chapter. 
In the area of the state directly affected by the ice field, search may be 


Part V.—Elementary Science. 15 


made for evidence of its presence, but as this was on the margin of an 
early advance, it will probably require close observation to detect the 
proofs. The illustrations of this chapter are especially good and may 
be made the subject of careful study. As the effects of glaciation on 
human activities have been so profound, these relations is their bearing 
on agriculture, navigation, and industry should be emphasized. Exer- 
cise XXVII in the Laboratory Manual takes up a comparison of the 
typically glaciated regions with a typical Kansas region, and it may be 
further supplemented by exercise XXII. 


Lakes and Swamps. (Chapter IX.) Emphasis is to be placed on the 
fact that the essential feature of a lake is that it has a basin. In any 
humid region such a basin will fill up with water. (Why?) On the other 
hand, a basin is an abnormal feature in the topography of a humid region. 
(Why?) If students can discuss these propositions intelligently they 
have the gist of this chapter. Exercises XXI, XXXV, and XXIII of the 
Laboratory Manual should be used in connection with this part of the text. 
’ It may be suggested here that where time for sufficient laboratory work 
is available, it may be a better plan to follow the order of the Laboratory 
Manual and use the text as a guide book to the laboratory study. The 
farmer and the engineer work in their fields and consult the farm books 
and engineering handbooks for information, as the writer looks up a word 
in the dictionary. That is a logical procedure also in the study of a 
science. Don’t attempt this, however, unless you are full of enthusiasm 
for the subject. 


The Ocean. (Chapter X.) With the exception of 126, paragraphs 
123 to 131, inclusive, may be gone over rapidly. Paragraphs 132, 136 and 
137 should be thoroughly understood because of their bearing on climate. 
Exercise XL in the Laboratory Manual will help to fix the facts in mind. 
Emphasize paragraph 140. 


Shore Lines. (Chapter XI.) Insist on an understanding of the differ- 
ence in characteristics between a sinking coast and a rising coast; that 
the formation of harbors is due to a sinking coast; that waves do not 
make bays, and why not; how a drowned-coast line, after sinking ceases, 
is made straight and low; nature and origin of such forms as nooks, 
offshore bars and salt marsh. Coral reefs and atolls have a romantic in- 
terest, and their origin should be studied in connection with the reading 
of some story of castaways in the South Seas. Exercise XXXIX in the 
Laboratory Manual serves admirably in bringing out the relations between 
different kinds of coast lines and man’s utilization of them. It will be 
noted in general that by the use of the Laboratory Manual exercises most 
of the more important principles of what is often termed “commercial 
geography” are brought out so that students who pursue such a course in 
physical geography as here outlined will have a good understanding of the 
fundamental concepts of commercial geography as well. 


The Atmosphere. (Chapter XII.) This is one of the difficult portions 
of physical geography, as its thorough understanding involves an appre- 
ciation of many of the principles of physics and the teacher will do well 
to secure the codperation of the physics teacher. Concentrate on these 
topics: oxygen and combustion; evaporation; pressure of the air; all of 
paragraph 165, on heat, especially in relation to the reasons for different 
rates of heating and cooling of land and water areas, paragraph 166; 
and all the matter of paragraphs 167-172, inclusive. It will be well to 
spend considerably more time on this chapter than on other chapters 
because these topics enter into the daily lives of every person so inti- 
mately that they should be thoroughly understood, and because these 
principles are absolutely essential to an understanding of the chapters 
that follow. Exercises XLII, XLIII, XLVI, and XLVII in the Labor- 
atory Manual may be advantageously conducted as demonstrations by 
the teacher, the class writing down the results of the observations and 


/ 


16 Course of Study for High Schools. 


experiments in the proper places on the pages of the manual as fast as 
these are determined. This method will give a change from the monotony 
of individual work with the manual, will provoke discussion, and will 
make rapid progress possible. Incidentally, it is always well, after a 
laboratory exercise has been completed, to take it up in a quiz session. 
Have different students read questions and their answers and then, after 
comment, have all the class correct their interpretations to fit the final 
conclusions reached. (Consult Appendix G.) 


Winds and Storms. (Chapter XIII.) This also is an important chap- 
ter. Put stress on matter of paragraphs 178, 177, especially section F. 
Study paragraph 178 in minute detail, and paragraph 179 only a little 
less thoroughly. The rest of the chapter may be gone over more rapidly 
in order to allow ample time for the paragraphs mentioned. . 

Exercise XLIX in the Laboratory Manual is comparatively short and 
should be carefully completed by each student in connection with this 
study. Meanwhile observations, made at home if possible, on Exercise 
XLIV should be begun and carried through to the end of the term. 
Every few days there should be a discussion of the observations already 
made, with a view to their interpretation; as this will bring out many 
facts in regard to the local weather and climate. Exercise LIII is also 
pertinent to this study. 


Weather and Climate. (Chapter XIV.) Part of this is a repetition 
of what should have been learned with some thoroughness in elementary 
school geography. Hence it will be well to emphasize study of paragraph 
181, sections B, C, D, E, and F; of 182, 188, 189, especially section C; 
190, 191; for most of this applies to Kansas as well as to the more east- 
erly parts of the country. Review all the other paragraphs sufficiently 
to give an intelligent idea of the whole. , 

Laboratory exercises XLV, XLVIII, L and LI should all be completed 
even in a short course. Since the material for these exercises is all sup- 
plied by the pages of the manual, it will be well to give these out for 
home work and advise that parents may help in working out the results. 
It will do the latter no harm and will bring about an understanding on 
their part of the great practicability of this phase at least of the study 
of physical geography. If time permits follow these up with exercises 
LIT, LIV and LV. 


The Physiography and Rivers of the United States. (Chapters XV 
and XVI.) These chapters constitute a review and application to actual 
regions of the facts and principles that have been learned in the preced- 
ing chapters. Hence Chapters XV and XVI should be studied with this 
in mind, and as physical geography terms are used in the text, the 
students in quiz sections should be asked to define and explain each as it 
comes up. Thus, on page 298, valleys are said to-have broadened to 
conditions of “early maturity.” What is meant by this? 

Exercises XXI to XXXVIII, inclusive, bear on these subjects and 
should be reviewed in this connection. If some of them have not yet 
been done this will be a good time to fill in the gaps. A valuable feature. 
of the manual is the coherence of the studies it provides; and the teacher 
should make an effort to bring out this fact despite the necessity in a 
short course of choosing among many exercises the few that are most 
pertinent and the necessity of eliminating even parts of these. 


Distribution of Plants, Distribution of Animals, Man, and Nature. 
(Chapters XVII, XVIII and XIX.) Each chapter deals with an impor- 
tant subject, and should be studied with a view to comprehending some 
of the many ways in which life is related to environment rather than 
with a view to mastering the details of the text. Perhaps one of the best 
ways to get at this is to set the class to making an analysis, on the basis 
of the facts presented, as to what factors—climate, temperature or rain- 
fall, variety or monotony in topography, location inland or along the sea, 


Part V.—Elementary Science. 17 


‘kind of products available, etc.—have been most conducive to the develop- 
ment of mankind, the distribution of plants and animals, etc. Of course 
the problem is not so simple as that, but a class debate on such lines, with 
a more narrowly restricted subject and with the text supplemented by 
reading from the references given at the end of the chapter, will be very 

instructive. To fix the most general facts in mind complete Exercise 
LVI in the Laboratory Manual. 


FINAL SUGGESTIONS TO TEACHERS. 


In conclusion, let it be emphasized that the teacher should make con- 
stant use of the larger College Physiography or some similar book in pre- 
paring for lessons; should consult the Guide for Laboratory Geography 
Teaching for practical hints on methods and sources for materials in con- 
ducting each laboratory exercise, and should maintain a constant watch- 
fulness for local illustrations of the phenomena studied and call the atten- 

tion of students to these either on organized excursions or as matters for 
their individual observation. Insist on neatness, conciseness, and ac- 
curacy in filling out the pages of the Laboratory Manual; do not let an 
exercise, when once it has been completed, be immediately forgotten; bring 
up the points it makes in quiz recitations at later times. If a lantern is 
available, use lantern slides, and as each picture is thrown on the screen, 
ask students to identify and describe phenomena they have already studied 
in the text, laboratory, and field. In this way the class will be made 
capable of extending their study of physical geography in mature years 
by observation and deduction when engaged in travel; and the study of the 
subject will always remain a bright spot in the history of their school 
careers. 


AGRICULTURE. 


(One unit.) 


The following course in agriculture is based on the state text, Waters’s 
Essentials of Agriculture, and contemplates the use of Call and Shafer’s 
Manual of Agriculture or one of the other approved manuals. 

The one unit of high-school agriculture may be looked upon as serving 
several ends. It may be the only vocational work in agriculture offered; 
it is the course to prepare the normal training students to teach that 
work in the grades; it is a general cultural course; and finally, for 
many it serves as a sort of introductory science course. In order that 
it may serve all these purposes to the best advantage, it seems necessary 
to emphasize the one phase of the work which will best serve all these 
purposes. Without doubt the practical or vocational, or applied agri- 
culture, should receive chief emphasis. The approved practices in agri- 
culture should be learned, and then the scientific basis for such practice 
should be thoroughly taught and understood. But because of the pupils’ 
previous experiences and interest the teaching of practice should in the 
main precede the scientific foundations of practice. 

Much of the teacher’s success in teaching the subject will depend upon 
the organization of the work. First, the teacher should keep in mind 
the order of performance of operations and present the work in this 
order when possible; second, the teacher should remember that the 
seasonal order, if properly observed, makes it possible to secure more 
helpful materials, to anticipate regular farm work and to teach facts or 
practices so closely preceding the regular study that the teaching is 
more likely to be carried into practice, to enable the teacher to carry on 
more of real practicum work, and finally, to give the pupil a clearer con- 
ception of the irregularity, complexity, and interrelation of the farmers’ 
work. 


Bes Sj karu O: 


18 Course of Study for High Schools. 


Emphasis and fuller treatment should be given to the major lines of 
agriculture of the community. This should include leading crops, im- 
portant divisions of live stock, soil, and other problems. This fuller 
treatment should include more extensive discussions, reference readings, 
and laboratory exercises. 

It will be found economical to use those crops or parts of the live-stock. 
industry which are of special importance in the community as type 
studies, and then to give less time to the remainder of the work by com- 
parison with type work studied before. Thus corn serves as a type of 
intertilled grain crop in most portions of the state, but in some portions 
the sorghums should be studied as the more important and type crops. 
So what may be studied as a typical fall crop, and type of the small 
grain crop, and other small grain crops should be studied by com- 
parison with wheat. The same plans may be applied to the work in 
animal husbandry. 

In the teaching of the type crops the general underlying principles 
should be developed and the relation of scientific facts shown. These 
principles and facts should then be briefly applied in studying similar 
crops by the method of comparison. The same general rule, of course, 
applies to the animal husbandry work. » 

In organizing parts of the work the problem or project method should 
be followed as largely as possible. That is, pupils should be trained to 
think or work through a problem in the same order that the farmer 
must use in planning and conducting his business. This may be applied 
not only to the outline for the subject, but to the recitation or group of 
recitations. Each recitation should, so far as possible, be a clear cut, 
definite problem for solution; a problem drawn from actual farm prac- 
tice rather than from an artificial order or plan. 

A proper sense of balance and proportion should be maintained by 
the teacher in planning the work. -Matters of system and classification, 
while important, are not of so much importance as method and manage- 
ment of work. Thus, while it is of importance to know the breeds of 
dairy cattle and other characteristics, it is of much more importance 
that the pupil understand thoroughly the principles and practice of feed- 
ing, of producing clean milk, of raising calves on skim milk, etc. These 
last represent farm operations essential to success and dependent upon 
the intelligence of the farmer. 

Certain general principles of breeding and improvement and the like 
should be studied, referred to, and discussed when they apply to the 
definite work that is under consideration. Later, after having been used 
in this way and after the pupil has had several illustrations, the prin- 
ciples may be studied in the abstract, or, in other words, the pupil should 
be ready to generalize. 

Finally uniformity of time as to Les a particular line of work is to 
be studied is not desirable. The order followed must be determined by 
the dominant phase of agriculture in the community. A program such as 
that suggested will require careful planning for the year. The teacher 
should make such a plan as soon as he is sufficiently acquainted with the 
agricultural conditions in the community. 

One desirable method of the teacher becoming acquainted with the 
agricultural practices of the community and of assisting pupils to con- 
nect and apply the teaching in the high school with community practice, 
is to have individual members of the class make a survey of the practice 
on one or two farms. This can be easily done by country pupils. Sur- 
veys should be made for the leading crops and live stock work, and these 
summarized and used for eomparison during class discussions. The sur- 
vey questions should be prepared by the teacher and placed in the hands 
of the pupils who should collect the information. 

A corn survey, for example, should include questions on the following 
topics: Variety of corn planted; method of selecting seed; how stored; 


Part V.—Elementary Science. 19 


whether seed was tested; quantity of seed per acre; preparation of 
ground in fall; in spring; manuring; rotations; method of planting; per- 
centage of stand; kind and number of tillage operations; depth of culti- 
vation; method of harvesting; yield per acre; value per acre; estimated 
profit; etc. . 

Surveys may be made more inclusive if desired. 

The outline which follows is based on the seasonal order. It is planned 
to use materials and field work to the best possible advantage and where 
possible to teach a practice such as seed testing just before the season 
for that practice. Teachers should modify the order to suit their condi- 
tions. Those who do not wish to follow such a plan should teach the en- 
tire outline on a given subject at one time and use the order which seems 
most desirable. 


OUTLINE. 


Figures refer to paragraphs in Waters’s Essentials of Agriculture. Those referred to 
by figures in parentheses are to be read as supplementary material, and discussed fully in 
class. 


Per ALL, 


(Some crop work outlined here for fall may have to be given in the spring, 
depending on locality.) 


A. Corn. Community survey for practices, varieties, etc. 


Field study of stand and plants. 171. 
The plant above and below ground; pollination, etc., briefly. 
171. 
Selection of seed in the field. 175-180, (7-21). 
Drying and storing seed. 181. 
Harvesting. 189. 
a. Silage. 322-328, 325-326, 333-334. 
b. Fodder versus grazing down. 
ec. Grain. Storage. 
6. Pests and diseases. 386-391, 399-404, 373-378. 

When a disease or pest is first met study life history, eco- 
nomic importance and methods of control. Classify and 
summarize work of this kind in the spring. 

7. Tillage. Previous tillage and results. What should be done in 
fall and winter. 188, 399-400. 


B. WHEAT. Community survey. 


-- Jj. Preparation of seed bed for wheat. 199-202, 37-48. (Based on 
study of germination.) 
2. Depth and rate of seeding. 204, 206, 207. 
38. Time of seeding. 205, 401. 
a. Moisture consideration. 
b. Insect pests. 
4, Study young wheat plant (chiefly laboratory). 
a. Germination, growth, stooling. 37-43. 
b. Food for young plant (briefly). 24-30. 
5. Variety of seed—cleaning. 203, 191-198, 23. 
6. Pests and their control. Especially fly and green bug. 373-378, 
382-383, 886-391, 399-404. 
7. Harvesting, stacking, storing, etc. 209. 


Ue eee e 


C. ALFALFA. Survey. Brief emphasis on methods of seeding and curing 
crop. 
1. Brief study of plant. (262-265.) 
a. The root system. 
b. The growth of a new crop after cutting. 


20 


Course of Study for High Schools. 


ALFALFA. Survey. Method of seeding and curing crop—continued. 
2. When to cut the plant. 279. 
a. Changes in the plant as it approaches the blossoming 
and seed stage. 
8. Care of the hay crop. 
4. Care of the seed crop. 280. 
5. Winter care of the alfalfa field. 399-400. 
a. Value of manuring. 


. SORGHUMS. Survey. 291-300. 


Give these, rather than corn, extensive treatment in many regions 
of the state. In all regions emphasize harvesting and curing, 
siloing and seed selection. ; 


POTATOES. Survey. (806.) 

1. Digging and storing. 

2. Winter care of field. 399-400. é 
FORAGE CROPS AND Hay MAKING. Survey. (248-279), 321-827, 329- 
335. 


1. Cutting, curing and caring for hay for home and market. 
(Connect closely with sorghums and alfalfa. Include more 
work in ensiling crops.) 


.. ORCHARD CROPS. 


Study of varieties. Picking, packing, storing, marketing. 358. 
Plant propagation. Cuttings, specialized buds. 48, 44, 45, (87). 
Fall care of garden and orchard plot. 356-357, 399-400. 
Fall study of diseases and insects. 378, (373-377), (386-388), 
392-394. 
Pruning. 353-355. 
Winter spraying. 
WEEDS. Appendix L. 34. 

1. Recognition. Means of propagation and distribution. Evi- 
dence of damage to crops. 


2. Fall methods of destruction and control. (399.) 
3. Collection and identification of seeds. 


FALL SOILS WORK. 
1. Fall plowing. 72-73, (97), (156), (400). 
2. Control of blowing and washing. 
3. Soil and subsoil, types of soil, ete. 
4. Summarize fall care of orchard, garden, cornfield, etc. 


MARKETS AND MARKETING. Prices, methods, ete. 
Begin regular study of market reports for both stock and grain 
and other important products. 
SCHOOL FAIR. 
1. Directions for selection, preparation and display of crops, 
fruits, and vegetables. 
ANIMAL HUSBANDRY. General Survey. 


1. Market classes of live stock (general). 494, 499-508. 
2. Divisions of live-stock industry—feeding, pasturing, producing 
pure-bred stock, ete. 499-503, 516. 
3. Methods of marketing stock of different kinds. 
Connect study of markets and market reports. Relation 


between this work and forage crops and preservation of 
feeds. 


or Rotor 


Part V.—Elementary Science. 21 


M. Pouttry. Survey of community. 


q3 
2. 
3. 
4, 


The chicken—body, types, and selection of poultry. 
Breeds and judging poultry. 557-559. 

Construction of poultry houses and appliances. 560-561. 
Winter management, sanitation, ventilation, ete. 


II. WINTER. 


A. Soms. Field exercises to study soils and collect samples in com- 
munity. Observation of soil-management practices. 


TOR WDE 


“ph et 
— 


Km SE Se? 


Origin and classification. 49-59. 

Physical properties of the.soil. 60-67. 

Water supply, temperature and ventilation. 68-75. 

Relations of soil to plant growth. 22-33, 76-80. 

The important plant foods. Humus. 81-88. 

Maintaining soil fertility. 89-97. 

Manures. 98-108. 

Commercial fertilizers. 109-136. 

Soil amendments. Lime. 1387-141. 

Tillage, erosion, and management of special types of impor- 
tance in the community. 89-93. 

Drainage, irrigation, and dry-farming. (Emphasize the most 
important and teach in practical connection with foregoiny 
topics.) 148-158. 


B. ANIMAL HUSBANDRY. Special survey for beef cattle feeding and 
breeding, hogs, horses, etc. Include breeds as well as phases cf 


industry. 
1. Relation between plant and animal life. 24-26, 35-36, 420-425. 
2. Dependence upon soil fertility. 142-147. 
3. Composition of feeds and use of food nutrients. 4138-427, 324 
328. 
4, Factors influencing rate of growth in animals. 
5. Special feeding practices. 


a. Cattle. 516-520, 336. 

b. Horses. 441-451, 336. 

ce. Hogs. 581-536. 

d. Sheep. 

e. Dairy cattle (briefly for comparison). 
Purposes in fattening meat animals. 427. 
Classification of market animals. Why? 452-453, 499-515, 522- 
527, 
The food and commercial value of the carcasses of various 
animals. 500-502. 
Types and breeds of beef cattle. 499-503. 
Types and breeds of horses. 428-440 
Types and breeds of hogs and sheep. 521-530, 588-553. 
Improvement of live stock. 7-21. 
Common diseases of live stock, and obstetrics. 537. 
Business aspect of live-stock farming—distribution of labor, 
marketing feeds, marketing live stock, utilization of by-pro- 
ducts, packing industry, choice of kind of live-stock work, etc. 


C. Pouttry. 554-556. 


os 
Sia 
3. 
4, 


Breeding. 557-559, 567. 
Feeding. 562-565. 

Egg study. 571-573. 
Poultry diseases. 561. 


22 Course of Study for High Schools. 


D. Datry. Survey of community. 
1. Importance of dairying. 454-455. 
a. Advantages of dairying. 455. 
b. Relation to soil fertility. 142-147. 
ce. Labor. 
Study of milk. 484-487. 
Production of clean milk’ 488. 
Separation of milk. 489-491, 498. 
Butter making. 492, 493. 
Marketing dairy products. 
Dairy cattle. Breeds. 456-468. 
Building up the dairy herd. 464-474, 493. 
Feeding. (Refer back to cattle feeding.) 328, 336, 457-481. 
10. Raising calves. 482. 
11. Building and equipment. 483. 


E. CROPS. 
1. Oats, barley, rye, rice. Emphasize any one of importance, 
others briefly and on basis of wheat. 210-220. 
2. Forage crops. ; 
a. Grass and pastures. 289-261, 291-302. 
b. Legumes. Special study and summary of work from 
alfalfa and soils work. Special study of those of im- 
portance. Connect with seed bed preparation and seed 
work in spring. 262-290. — 
3. Special attention to sorghums or corn if not emphasized in fall. 


IiI. SPRING. 


S08 Gs Oe oats 


A. SEED AND PLANTING. 
1. Seed testing. (38-42.) 
a. Corn, also types and varieties. Judging, and market 
grades. 159-170, 178-175, (176-181), 182-184. 
b. Legumes and other small seeds. 281, 245, Appendix J. 
2. Seed-bed preparation and planting. 
a: (COM: tal 84e18%,el ras 
b. Alfalfa. 272-277. 
ce. Any other crops of importance enough to demand special 
attention. 300. . 
(1 and 2 should be treated together in most cases. The work 
--on soils and seed selection should be summarized here, as 
well as crop rotations.) ; 


B. PASTURES, CARE AND MANAGEMENT. 239-244, 250-252. 
1. Starting stock on pasture. 


C. POTATOES AND Root Crops. 3803-308. 
i: pee and care. Treating seed. Starting plants in hotbeds, 
etc. 
2. Cultivation, mulching, spraying. 
3. Digging and marketing. 
D. PLANT PROPAGATION. 
1. Garden. Planting vegetables and seeds. .(40-42.) 


2. Small fruits. Layers, tips, cuttings. 43-46. 
38. Grafting and budding. 47-48. 


E. ORCHARDING. (Includes grapes.) Survey. 3 

Selecting varieties and planting trees. 346, 348-352. 
Selecting site and preparing soil. 337-345, 347. 
Pruning (summer) and cultivation. 355-357. 
Spraying—general treatment. 


Pn ee 


Part V.—Elementary Science. Zo 


F. Woop Crops. Shade tree and ornamental planting. (359-372.) 
. 1. Planting trees. (347-354.) 


G. POULTRY. 
1. Incubation. 367-369. 
2. Brooding. 566, 570. 
38. Diseases and sanitation. 561. 
4. Management. 571-578, 562-565. 
H. PLANT DISEASES. Summary. Special study of those met with during 
year or of those of special importance. 373-385. 


I. INSECTS. Same as for diseases. 386-404. 

J. SPRAYING. Applied to above topics, and to crop work. studied. Sum- 
mary. 405-411. 

K. POWER ON THE FARM. 586-594. 

L. BUSINESS SIDE OF FARMING. Represents summary of work of year. 


1. Management. 574-581. 
2. Accounting. 582-585. 


LABORATORY WORK. 


Laboratory work should supplement and enforce the class work, and 
should therefore be modified to suit conditions. Better results will be 
secured by selecting exercises from various manuals than by depending 
upon a single manual. The exercises selected should relate to agricul- 
ture clearly and definitely. In planning and conducting the exercise care 
should be taken to be sure that there is a definite purpose which the 
pupil has clearly in mind while performing the work. The great es- 
sential is to be sure that in experiments to discover truths the pupil 
reaches a conclusion based on facts and states that conclusion clearly 
in his written report. Certain work conducted to acquire skill or 
familiarity with routine should be repeated several times but not over- 
done. Examples of such exercises are testing milk, testing seed, and 

spraying exercises. 

* The most desirable type of exercise is the practicum, or exercise 

which closely approximates the performance of actual farm duties. Of 

course the mere performance is not of great educational value unless 

controlled by scientific facts. A list of suggested practicums is given 

below: 

Treating oats or other grains for smut. 

Analysis of seed samples. 

Judging of ten-year corn exhibits. 

Selection and storage of seed corn from stalks in field. 

Taking of soil samples. 

Field study of soil types. 

Field study of soil formation. 

Field study of drainage. 

Top grafting and budding of trees. 

10. Setting out shade trees. 

11. Making a hot bed for sweet potatoes. (Starting sweet- 
potato plants.) 

12. Pruning orchard and shade trees. 

13. Pruning grape vines. 

14. Propagation of grape vines. 

15. Spraying for codling moth or other insects. 

16. Spraying for apple scab or other diseases. 

17. Testing seeds for germination. 

18. Identification and treatment of potato scab. 

19. Candling eggs. 


seu ee tea ee 


24 Course of Study for High Schools. 


20. Testing soils for acidity. 

21. Testing milk. 

22. A field study of the habits and control of Hessian fly. 

23. Identification of grass seeds. 

24. Identification of weed seeds. 

25. Keeping records of dairy cows. 

26. A study of market grades of wheat. 

27. Selection of seed potatoes. 

28. Construction and care of hotbed. 

29. Construction and care of cold frame. 

30. Tree planting in orchards or along streets. 

31. Running an incubator. 

32. Ornamental planting of school grounds or private grounds— 
include fall (bulbs) and spring planting. 

33. Banding trees for moths. 

34, pear ee of vegetables, fruits and grains for fair ex- 

ibits. 


Further suggestions regarding laboratory work may be found in any 
good laboratory manual. 


: 


LABORATORY EQUIPMENT. 


First, all apparatus that can be made should be made in the school 
shop. Egg testers, corn testers, hot beds, etc., are examples. Then all 
tools which can be-purchased of local dealers should be secured locally. 
Examples are pruning shears, hand or bucket sprays, etc. 

The following is a list of apparatus that it is desirable to have for 
use in agriculture. Some of this, such as the compound microscope and 
dissecting microscopes, slides etc., may already be in the botany labor- 
atory; and the Harvard trip balance, thermometers, blast lamp, ete., 
may belong to the physics equipment. At all events a considerable part 
of the apparatus here listed may be used in other sciences as well as in 
agriculture. 4 

Equipment may be purchased from any one of the following com- 
panies, or from others: 

Central Scientific Company, Chicago. 
Chicago Apparatus Company, Chicago. 
W. M. Welch Scientific Company, Chicago. : 

For purposes of description the catalogue numbers of the W. M. 
Welch catalogue are given, as well as the aproximate cost. Items pre- 
ceded by the letter (a) may be purchased from a local dealer, and items 
preceded by the letter (b) may be made in the school shop or by a local 
carpenter or tinner. 

The list is intended to accommodate a class of twenty. 


Catalogue Number Approximate 
number. needed. Description. cost. 
5356B (a) iad, Babcock; tester complete. sie-acus shia nee neil ae ee eno ee omen $10.00 
"A041A af Marvard trip balancer. n:.emteaweterene ts uey-etia par nia ah eneee cane Tey 

1 Pair scales ‘weighing to LOO“ pounds. 2. 5) .02> +) -netetenane 10.00 

A078 1 Spring balance, 25 pounds; accurate to % pound..... .40 
8541 i Weight per bushel tester, quart............+...+4-, 14.00 
178B i Tape Measure bOsLEeb. os tie eas eee sue © oo os ee 2.60 
(a) 20 Tape measurés, 8 feet)... liek oat owe oR Se ee ee 1.00 

5650 10 Chemical * thermometers: A. ty eelerie sy oie oaueteyan eaells Shean 4.00 
1264 1 Soil thermometerineetes. ciel qimeugie eta cne Sele teh is) Pai denen oo 
A551 1 Blast amp) UNS renee es ee ase as saps Tokens ” aaloneids a areas Decne 
8214 20 Pairs. forceps creche w eke CR ery he! oh a cteh els ey ohies oie aaa 7.20 
8020 20 Dissecting.’ MicrosGOPes 21s «cpio © hs ssi, 2 > a one el ee 27.00 
if Compound MicCrOoSCOPe: .. 2.22 eee bee eee nce ee ew eens 35.0.0 

8122 2 Dozen. glass’ slideg sex. as tele sce San 5 veo" 3 0 Foe en 1.20 
(Gar) 2k: Piairy SPER: Toe aho A eR ad roe ehe ee ae seater pe renee ee 25 

9118 Grafting knives: { «cu iin'p Get Fale Was hp a ete ate ee 6.00 
9154A (ane Pair, pruning’ shears: 2% ei) )h os 3 ee Hole Beth ena eae Ser 
9151 i Pruning Saws yo sfe ois e we os 8 Few, «2a ee aa ne .90 


(Ca) eek Spade. ..F Pete se dieve area sn A adlhaie "San ch 9 et etal oie mea 1.00 


Part V.—Elementary Science. 25 


Catalogue Number i 
number. needed. Description. fe ide CF 
(aun Soil POR aia ai dt diet + 20%. ug esta Moen saat ers wie alin bo ale 
9535 1 REP erselGVORNGVEa a. <Veic seth aster bey te ork oe a ree 

(a) 20 Foot rules, divisions AE AG TVG TR oe oes eee rigs ae Ie cuted 1.00 
CAiwer LEAT BR RD ELOLE GR Yrac Sa os ors ghe WY PRR Ee ee et. 75 

5 DIGROTIRERE SUCRE SERDOBi es Sue Sa chs Ge chal at eh he Lee 1.00 
(b) 1 MAT ah SN Se STC ee iS A ge NN ty a 
6 Capillary soil tubes—glass tubes 215 feet long, 1 in. in 
WisMG LOT oe ces NI wt Ee ae he Mae ag NO 
Cb)inck ack ands pantfor soil tubes... . 2. 6. Skee Po ee. .50 
1 WRC L ELC l, srr ea Ch ete see Sen atee te) he ees OO 
(a) 4 Glags-plates'S)) Inches» square. 24 2.2 oo case a ees 25 
(a) 1 DOVER GM ABO NEES AOMALE SY ete. . cle acc oe ee a kee 215 
(a) 1 DOZEN SPIES DaANSeramer tee ve nese ye Oe, nl ied he ake .60 
(a) 2 Four-gallon jars ..... in ge RO LTS (al RR nd Oe ee Bk hr ie 
(a) 4 CWO e a Wome Ar seat acrar. Necks OF nee BEE aru «eet bie neon aeMerancne 75 
4 Mulch cylinders, made by local tinner.............. 5 4.00 
(a) 1 TLS -DUSKCLERDUSRETEMS oells as so iis OS cnGe Lonoke nthe eee ee ae 85 
Caiice: LDWiOstUaTie SAU COMPEME telerik) ea Wot erate 4 6 fisketok cette 3D 
(a) 2 (DOZENG SAUCOLSEs Reet e cece eae col aPal ee Pele wlebodeRecalt 1.25 
Ca.) 92 Wish elasttrrcmieee tae sera ce hme Pieri Dom Sy Whe on hao 125 
(b) 6 Propagation boxes 18” 18 PANES ae ER i Rabe ate I Re 2.00 
(b) 6 SOILS Ie MEN em nies cco hit Lov ht ace tt Miceoiont ties, otete eo gale 3.00 
(a) 6 Mouse-proof boxes for corn, tin boxes from grocery store, Bete 
iL Cornwera Vermerece an pete iba u ees sus tecs Seresne alee eaalla pehe ete cls. sa. 6 1.00 
(a)50 PQ CEMA LARS Wste yh ota, atti hires eee oles nen Phe ha! ges chat & ict 525 
(a) 6 Flower pots 6 in. in diameter On PATER OE SNE Letts FOO 
(a) 2 Dozenetlowers pots oo ins, Invdiameter ayo. cones 1.00 
12 IB CG MON Am ORO ICE Sri we sche wavG 1. che, wine ile eet ee Wee at Rai, 2.00 
i SCEMSAMIOLGS OL STAIN oS «+ Iota csiel Pe ee sxalpeet aa lecshasy Rebs @! oie 5.00 
4602 4 Dozen wide mouth bottles for samples............... 1325 
SE COMME Ae Gn eS LP TLS AO Cs tek, SoH yee va dS Hegchorkay old he dekh sande tas bats ‘pla $166.70 


REFERENCE BOOKS. 


Teachers should use the better farm papers, freely for supplementary 
material. These should be used for individual reports chiefly. Lists of 
available bulletins of the United States Department of Agriculture, ar- 
ranged for the use of teachers, may be secured from C. H. Lane, Special- 
ist in Agricultural Education, Department of Agriculture, Washing- 
ton, D.C. 

Lists of available state bulletins may be secured from the Director of 
the Experiment Station and Dean of the Extension Division, Agricultural 
College, Manhattan, Kan. 

The following is a list of books that are recommended. It is not ex- 
pected that any school will procure all these in any one year. In building 
up a high-school library a definite sum should be set aside-each year to be 
expended for books. This list is one from which selection can be made for 
the agriculture department. 


Amer. Poultry Assoc. Amer. Standard of Perfection. Amer. Poul. 
Assoc. $1.50. 

Baily. Cyclopedia of Amer. Agriculture. 4 vols. Macmillan. $20. 

Bailey. Farm Buildings. Sanders. $2. 

Bailey. Fruit Growing. Macmillan. $1.50. 

Bailey. Insect Pests of Farm, Orchard and Garden. Wiley. $3. 

Bailey. Plant Breeding. Macmillan. $1.25. 

Bailey. Vegetable Gardening. Macmillan. $1.50. 

Bowman & Crossley. Corn. Bowman. $2. 

Brigham. Progressive Poultry Culture. Torch Press. $1.30. 

Burkett. Soils. Judd. $1. 

Coburn. Alfalfa. Judd. 50c. 

Conn. Practical Dairy Bacteriology. Judd. $1.2 25. 

Corbett. Garden Farming. Ginn. 

Craig. Judging Live Stock. Kenyon. $1.50. 

Davidson. Agricultural Engineering. Webb. $1.50. 

Day. Productive Swine Husbandry. Lippincott. $1.50. 

Dietrich. Swine. Sanders. $1.50. 


ADs Course of Study for High Schools. 


Duggar. Diseases of Plants.. Ginn. $2. 

Eckles. Dairy Cattle and Milk Production. Macmillan. $1.60. 
Edgar. Story of a Grain of Wheat. Appleton. $1. 

Green. Popular Fruit Growing. Webb. $1. 

Green. Vegetable Gardening. Webb. $1. 

Hall. Fertilizers and Manure. Dutton. $1.50. 

Harper. Animal Husbandry for Schools. Macmillan. $1.40. 
Henry. Feeds and Feeding. Henry. $2.25. 

Hopkins. Soil Fertility. Ginn. $2.25. 

Hunt. Cereals in America. Judd. $1.75. 

Hunt. Forage and Fiber Crops. Judd. $1.75. 

Johnstone. Horse Book. Sanders. $2. 

King. The Soil; Its Nature, ete. Macmillan. $1.50. 

Lyon & Flippin. Principles of Soil Management. Macmillan. $1.75. 
Mumford. Beef Production. Mumford. $1.50. 

O’Kane. Injurious Insects. Macmillan. $2. 

Osterhaut. Experiments with Plants. Macmillan. $1.25. 
Pammel. Weeds of the Farm and Garden. Judd. $1.50. 
Plumb. Beginnings in Animal Husbandry. Ginn. $1.25. 
Roberts. The Horse. Macmillan. $1.25. 

Smith. Profitable Stock Breeding. Judd. $1.50. 

Thorne. Farm Manures. Judd. $1.50. 

Vivian. First Principles of Soil Fertility. Judd. $1. 
Voorhees. Fertilizers. Macmillan. $1.25. : 

Warren. Farm Management. Macmillan. $1.75. 

Wheeler. Manures and Fertilizers. Macmillan. $1.60. 
Wing. Sheep Farming in America. Breeders’ Gazette. $1. 


NAMES OF PUBLISHERS. 


Ordinarily the best. way to order books for the library is through the 
local dealer or directly from some concern like the Kansas Book Com- 
pany, Topeka, A. C. McClurg & Co., or The Book Supply Company, 
both of Chicago. The names and addresses of the publishers are, how- 
ever, given below in case it is desired to order direct from the publisher. 


American Poultry Association, Beaver, Pa. 
Appleton. D. Appleton and Company, Chicago. 
Bowman. Bowman and Crossley, Ames. Ia. 
Breeders’ Gazette, Chicago. 

Dutton. E. P. Dutton and Company, New York. 
Ginn. Ginn and Company, Chicago. 

Henry. Mrs. F. H. Henry, Madison, Wis. 

Judd. Orange Judd Company, New Ycrk. 
Kenyon. Kenyon Printing Company, New York. 
Lippincott. J. B. Lippincott Company, Philadelphia. 
Macmillan. Macmillan Company. Chicago. 
Mumford. H. W. Mumford, Urbana, II]. 
Sanders. Sanders Publishing Company, Chicago. 
Torch. Torch Press, Cedar Rapids, Iowa. 

Wiley. John Wiley and Sons, New York. 


PHYSIOLOGY. 
(One-half unit.) 


To promote the physical welfare of the child is the principal aim in 
the teaching of school physiology. This includes a knowledge of con- 
ditions favorable to growth and conducive to health and bodily vigor. 
Hygiene and sanitation treat of these facts. 

To teach the structure and functions of the body without hygiene and 
sanitation is to miss the highest value of the subject, whatever other 


Part V.—Elementary Science. O7 


values may be realized. On the other hand, to teach hygiene and sani- 
tation without the elements of anatomy and physiology is to build on 
the sand, with no scientific basis. Let this foundation, then, be adequate 
to an intelligent understanding of hygiene, but do not give all of the 
time and effort of the class to laying the foundation. 

Properly taught, physiology is one of the most practical utilitarian sub- 
jects, in that it teaches people how to safeguard health, the most valuable 
economi¢ asset they possess. Health means power to work with body and 
mind, economy in cost of living, longevity and enjoyment. 

The true scientific spirit should pervade the teaching of school physi- 
ology; it should be related to the everyday activities and conditions of 
life that affect health, and should be made concrete and personal. More- 
over, the teaching of hygiene facts is not sufficient, for these facts must 
Se eed into hygienic actions, and hygienic actions into hygienic 

abits. 

The following outline is, with some modifications, based upon Conn and 
Budington’s Advanced Physiology and Hygiene. Hough and Sedgwick’s 
The Human Mechanism, Ginn & Co., Chicago, has also been frequently 
consulted. The high-school library should contain the latest editions of 
Walter’s Physiology, Fitz’s Physiology and Hygiene, Martin’s Human 
Body, Wilson’s The Cell in Development and Inheritance, Davison’s 
Human Body and Health, Bergey’s Principles of Hygiene, Ritchie’s Primer 
of Sanitation, Hough and Sedgwick’s The Human Mechanism, and May- 
berry’s Physiology and Hygiene, Southern Publishing Co., Dallas, Tex., as 
reference books for pupils and teacher. Bulletins of the State Board of 
Health will be sent regularly on request to the secretary. The teacher’s 
library should include Gray’s Anatomy and Hall’s Textbook of Physiology, 
Normal and Pathological, or similar new advanced textbooks. 

Every student in physiology should keep a notebook embodying the 
essentials of this subject, including suggestive notes, outlines, diagrams, 
and records of demonstrations and experiments. Outlines in Physiology, 
by C. H. Nowlin, Kansas City, Mo., will be found helpful in this connec- 
tion. 

The physiology teacher will find it a decided help to own some good 
laboratory manual such as Lombard’s Laboratory Work in Physiology, 
Geo. Wahr, Ann Arbor. $1.50. 


I. Livinc MATERIAL OF THE Bopy. 
(Conn and Budington, ch. I.) 


A. Definition of terms. 
Physiology. 
Human physiology. 
Anatomy. 
Histology. 
Hygiene. 
Organism. 
Organ. 
Function. 
Tissue. 
: the units of work and of structure. 
Kinds of cells. 
Structure of cells. 
Description of protoplasm. 
4, pace of cells. 
-Growth and repair. 
b, Division. 
ce. Motion. 
C. Unicellular and multicellular animals. 


1. Division of labor. 
2. Supreme importance of cells in the work of the body. 


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28 


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Course of Study for High Schools. 


II. NUTRIENTS OR FOODSTUFFS. 
(Conn and Budington, ch. II, III; Hall, ch. V.) 


Terms to be understood; chemical elements; chemical compounds; 
foods; nutrients; condiments; solutions; emulsions. 


Foods classified. (See Martin’s Human Body.) 
1. Proteids: examples and uses. 
2. Carbohydrates: examples and uses. 
3. Fats: examples and uses. 
4, Inorganic salts and water. 


Food values. 
1. Tables. (See Bulletin Kansas State Board of Health, Feb- 
ruary, 1911.) 


Food habits. 
1. Study of rations. 
2. Habits of eating. 
a. Overeating. 
b. Frequency of eating; appetite as a aes 
ec. Vegetarianism. 
d. Proper use of condiments. 


Cooking. 
1. Three reasons. 
2. Best methods. 


Beverages. 
1. Water: why use Ooieate 
2. Value and danger of other drinks. 
3. Alcohol: undesirable effects. 


III. FERMENTATION AND GERM DISEASES. 
(Conn and Budington, ch. IV; Hough and Sedgwick, ‘ch. XXX. 


Kinds of ferments. 

1. Organized: yeasts, bacteria. 

2. Unorganized: ptyalin, pepsin, etc. 

3. Points of similarity and difference. 
Bacteria. 

1. Description: size, multiplication, forms. 

2. Where found. 

3. Beneficial bacteria: many kinds. 

4. Harmful (pathogenic) bacteria: few kinds. 


Immunity. 
1. Natural: all possess it to some extent. 
a. How increased or decreased. 
2. Artificial. (See Bulletin State Board of Health, May, 1911.) 
a. Acquired by having disease, vaccination, etc. 


Methods of killing bacteria discussed. 
1. Sterilizing. 
2. Disinfecting. 
3. Pasteurizing. 


IV. DIGESTION OF F oop. 
(Conn and Budington, ch. V, VI, VII, VIII.) 


Object of digestion. 


Salivary digestion, or digestion in the mouth. 
1. Mechanism. 
a. The teeth: sets, kinds, parts, materials, decay. 
b. The tongue: structure and uses. 
ce. The salivary glands: location and use. 


Part V.—Elementary Science. 29 


B. Salivary digestion—continued. 
2. Processes. 
a. Mastication: importance, Fletcherism. 
b. Secretion of saliva: how stimulated; quantity. 
ce. Starch digestion: work of ptyalin; how long continued; 
how stopped. 
3. Diseases of mouth and throat. 
a. Tonsilitis: symptoms, treatment. 
b. Diphtheria: distinguished from tonsilitis; antitoxin 
treatment (see Bulletin, March, 1910; also, special 
Bulletin State Board of Health) ; quarantine. 
ec. Mumps: often serious; isolate patient. 
4, Care of the teeth: keep clean; consult dentist. 


C. Gastric digestion, or digestion in the stomach. 

1. Mechanism: the stomach. 
a. Location, shape, capacity. 
b. Coats, openings, valves. 
ce. Gastric glands. 

2. Processes. 
a. Storage, peristalis. 
b. Secretion of gastric juice influenced by appetite and 

psychic stimuli. 
ec. Quantity and composition of gastric juice. 
d. Work of gastric juice. 
(1) Of hydrochloric acid. 
(2) Of pepsin. 
° (8) Of rennin. 
D. Intestinal digestion. 

1. Mechanism: small intestine, large intestine, pancreas, liver. 
a. Location and structure of each. 

2. Processes. 
a. Muscular movements: peristaltic. 
b? Secretion of intestinal juice: composition. 
ec. Work of pancreatic juice: action of trypsin; of amylop- 

sin; of steapsin. 

d. Work of bile. 
e. Work of large intestine. 


E. Absorption of food. 
1. By blood vessels: through the liver. 
a. All sugar. 
b. Most peptone, salts, acids and water. 
2. By lacteals. 
a. All oil products. 
b. Little peptone, salts, acids and water. 


F. Diseases of the intestinal tract. 
1. Summer complaint. 
a. Cause, treatment. 
2. Appendicitis. 
a. Probable causes: taking cold, constipation, sedentary 
habits, infection, weak organ. 
b. Treatment. 
3. Typhoid fever. 
a. Cause: typhoid bacilli. 
b. Germs found in water, milk, oysters. : 
c. Fhles carry the germs. (See Bulletin State Board of 
Health, April, 1911.) . 
d. Prevention: care of food and drink supply; disinfect all 
that comes from the sick room. 


30 


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Course of Study for High Schools. 


V. THE BLOOD. 
(Conn and Budington, ch. IX.) 


Quantity of blood. 
Composition. 
1. Plasma: composition and use. 
2. Red corpuscles: size, shape, color, origin, composition, use, fate. 
3. White corpuscles: size, shape, color, origin, composition, move- 
ment, use, fate. 
4, Platelets: size, shape, color, use. 


Clotting: description, favorable conditions, purpose. 


Diseases of the blood. 
1. Blood-poisoning. 
a. Cause: pus-forming bacteria; usually in a wound. 
b. Prevention: disinfect all wounds; cover with disinfect- 
ing ointment and sterile bandage. 
2. Malaria, ague. 
“a> Cause: germs (protozoa) carried by mosquitoes, 
b. Prevention: protect sick person from mosquitoes; de- 
___,stroy breeding places of mosquitoes. 
3. Yellow fever. 
a. Cause: germs carried by mosquitoes. 
b. Prevention: same as for malaria. 


VI. THE HEART AND BLOOD VESSELS. 


(Corn and Budington, ch. X.) 
The heart. 
1. Location, size, shape, coverings. 
2. Internal anatomy: auricles, ventricles, uae septum. 
3. Regulations. 
a. Impulse to beat. 
b. Inhibitory influences. 
ec. Acceleratory influences. 
The arteries and veins: structure and functions. 


The capillaries: structure and use. 


VII. CIRCULATION OF BLOOD AND LYMPH. 
(Conn and Budington, ch. XI.) 


Causes of blood pressure. 
Checking hemorrhages. 
Regulation of the circulation. 
Abnormal circulation. 
1. Fainting: cause and treatment. 
2. Causes and results of “high pressure.” 
The lymph. 
1. Source: plasma of the blood. 
2. Uses: nourish tissues and collect waste matter. 
3. Disposal: returned to the blood. 


Location, function and use of lymph nodes. 


VIII. RESPIRATION. 
(Conn and Budington, ch. XII, XIII.) 


The respiratory organs. 
1. The nose and pharynx: description. 
a. Reasons for breathing through the nose. 
b. Sense of smell: location and use. 
2. The trachea and lungs: structure and use. 


\ Part V.—Elementary Science. 31 


A. The respiratory organs—continued. 
3. Diseases. 
a. Colds: caused by bacteria; induced by exposure, im- 
proper ventilation, clothing, bathing, exercise. 
b. Pneumonia. 
a. Usually follows a cold. 
b. Serious character. 
ec. Tuberculosis. 
(1) Cause: tubercle bacilli. 
(2) Varieties. 
(8) Means of checking tuberculosis. (See text, pp. 
185 to 189, Bulletins State Board of Health.) 
(4) Treatment: pure air, nourishing food, exercise, 
sunshine. 


_B. Mechanism and chemistry of respiration. 
1. Rib breathing and diaphragm breathing: need of large capacity. 
2. Changes in the air during breathing: oxygen, carbon dioxide, 
temperature, moisture. 

3. Breathing and exercise—‘‘second wind.” 
4, Ventilation. 

a. Necessity. 

b. Principles (six). 

c. Systems of ventilation (Davison). 

d. Rule: ‘“Ventilate.” 
5. Treatment in cases of suffocation and drowning (Davison). 
6. The vocal organs: structure. 

a. Discussion of pitch, quality and loudness. 

b. Care of the voice. 


IX. EXCRETION. 
(Conn and Budington, ch. XIV, XV.) 


A. Organs of excretion: list, with substances eliminated. 

-These substances are waste products separated from the blood, and 
therefore do not include indigestible products of food expelled 
from the intestine. 

‘B. Anatomy of the kidneys. 
1. Number, size, location, shape. 
2. Structure: shown by diagram and studied by specimen of pig’s 
kidney. 
Action of kidneys in excreting urine: filtration of water and salts, 
and cell-selection of urea. 


D. Diseases. 
1. Bright’s disease. 
a. Failure of kidneys to excrete urea. 
b. Excretion of albumin. 
2. Diabetes. 
a. Excretion of sugar by kidneys. 
b. Faulty nutritive processes. 
ce. Diet, little carbohydrate. 
E. The skin. 
1. Structure. 
2. General functions. 
3. Glands. 
a. Sabaceous: location, description, work. 
b. Sweat: location, description, work, regulations. 
4, Hair and nails: care of each. 
F. Regulations of body temperature: lungs, skin, circulation and per- 
spiration. 


a2 Course of Study for High Schools. 


G. Care of the skin. 
1. Bathing. 
a. Need, frequency, kinds. 
b. Rule: “Bathe.” 
2. Clothing: quality and quantity for different seasons. 
3. Burns. 
a. Smother fire. 
b. Cover burn with oil or vaseline. 
4. Frostbites: warm slowly and keep cool. 
5. Pimples, boils, carbuncles. 
a. Treat antiseptically. 
b. Do not pick with fingers. 
c. Protect with sterile covering. 
d. Those subject to pimples should use medicated soap. 


X. THE SKELETON: BONES, CARTILAGES, LIGAMENTS. 
(Conn and Budington, ch. XV.) 


A. Skeletons the pupils have seen. 
1. Qutside skeletons. 
2. Inside skeletons. 
3. Mixed skeletons. 
B. Functions of the skeleton. 
C. Chemical composition of bone. 
1. In children. 
2. In adults. 
D. Care of the bones. 
1. Habits and nutrition of child. 
2. Repair of broken bones. 
E. Cartilage: structure and uses. 
F. Joints. 
1. Structure. 
2. Classification. j 
3. Sprains and dislocations: prevent inflammation; give rest or 
little exercise. 


G. Care of the feet: proper shoes to wear. 


XI. MUSCLES AND TENDONS. 
(Conn and Budington, ch. XVII; Hough and Sedgwick, ch. XVII.) 


A. Muscles the pupils have seen: the various colors of muscles in fowls, 
fishes, quadrupeds. 
Tendons: studies in class, using such material as the leg of a chicken. 


Muscles classified as to— 
1. Structure. 
2. Form. 
3. Location. 
4. Nerve control. 


D. Conditions affecting efficiency. 
1. Temperature. 


Ce 


2. Fatigue. 
3. Nutrition. 
4. Training. 


E. Effects of use and disuse. 
F. Exercise. 
1. Physiological effects (eight). 
2. Characteristics of a good exercise (five). 


Part V.—Elementary Science. ‘B38 


F. Exercise—continued. 
38. Corrective exercises for— 
a. Round shoulders. 
b. Drooping neck. 
ce. Lateral curvature of spine. 
d. Lack of development of other parts. 
Hygiene value of corrective exercises. 
Value of plays and games. 
Athletics, use and abuse. . / 
Exercises for nervous codrdination. 
G. Diseases of muscles. 
1. Tetanus. ; 
a. Caused by tetanus bacillus: germ from the soil intro- 
duced into flesh. 
b. Preventive measures. 
(1) Thoroughly disinfect the wound. 
(2) In case of unusual danger use antitoxin. 
ec. Treatment: administer antitoxin early, in large doses. 
(See Bulletin Kansas State Board of Health, May, 1911.) 


eee 


XII. THE NERVOUS SYSTEM. 
(Conn and Budington, ch. XVIII.) 


A. Terms to be understood: neuron, dentrite, axon, nerve fiber, nerve 
center, stimulus, reaction, motor, sensory, afferent, efferent, central, 
’ peripheral, reflex. 
B. Central nervous system, consisting of— 
1. Central organs: brain, cord, ganglia. 
2. End organs: special sense organs and motor end plates in 


muscles. 
C. Sympathetic nervous system, consisting of— 
1. Ganglia. 


2. Sympathetic nerves. 
8. Plexures (about internal organs). 
D. Structure of the brain and spinal cord. 
E. Functions of the different parts. 
1. Cerebrum. 
2. Cerebellum. 
38. Medulla. 
4, Spinal cord. 
The cranial nerves: general location and function. 
The spinal nerves. 
1. Classes, roots. 
2. General function. 
H. Reflex action. 
1. Mechanism: reflex arc. 
2. Advantages of reflex action: quick, correct, relief to brain. 
3. Reflex action and habit. 


I. Functions of the sympathetic system. 
1. Control circulation. 
2. Control secretion, excretion and digestion. 
3. Harmonize action of various organs. 
J. Care of the brain. , 
1. Need of exercise; kind and amount. 
2. Rest and sleep necessary. 
K. Diseases of the nervous system. 
1. Idiocy: cause; training of feeble-minded. 


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Seer aS aye 


34 Course of Study for High Schools. 


K. Diseases of the nervous system—continued. 
2. Insanity. 
a. Causes: heredity, ill health, alcoholism, trouble, over- 
work, injury. 
b. Prevention: avoid causes, if possible. 
3. Paralysis—cause: usually clot of blood.. 
4, Nervous prostration. 
a. Causes: continued mental strain, lack of exercise, im- 
proper nutrition. 
b. Treatment: complete rest and change of scene and oc- 
cupation; proper exercise and diet. 


XIII. STIMULANTS AND NARCOTICS. 
(Conn and Budington, ch. XX; Hough and Sedgwick, ch. XX.) 


Stimulants defined. 
Tea, coffee, cocoa. 
1. Active principle of each. 
2. Best methods of preparing. 
3. Benefits of use. 
4. Dangers to the nervous, the dyspeptic, the young. 
5. Dangers of the drug and patent-medicine habit. H 


Strychnine—caution: use only when prescribed by physician. 
Narcotics defined. 

Opiates: laudanum, paregoric, morphine, etc.; effects; habit. 
Cocaine, chloral: enslaving influence. 

Alcoholic drinks classified: examples and strength. 


Physiological action of alcohol. 
1. False stimulation or exhilaration. 
2. Inhibition of brain functions. 
3. Alcohol and muscular work: experiments. 
4. Alcohol and arteries: observations. 
5. Alcohol and exposure to cold: danger. 


I. Pathological conditions due to alcohol. 


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Homme a 


1. Acute. 
a. Mental. 
b. Bodily. 
2. Chronic. 
* a. Mental. 
b. Bodily: nervous system, heart, arteries, stomach, liver, 
kidneys. 


J. Relation of intemperance to poverty; to crime; to inera to disease 
in genral (Davison). 
K. Tobacco. 
1. A variety of effects. 
2. Arguments against its use. 
3. “Boys who use cigarettes seldom fail in later life; they ‘ines no 
later life.’—-DAvVID STARR JORDAN. 


XIV. ORGANS OF SPECIAL SENSE. 
(Conn and Budington, ch. XXI, XXII.) 
A. The eye. 
1. Description, location and use of the principal parts. 
2. Defects: their cause and remedy. 
a. Nearsightedness. 
b. Farsightedness. 
ec. Astigmatism. 
d. Cataract. 


Part V.—Elementary Science. Bo 


A. The eye—continued. 
38. Care of the eyes in regard to— 
Eye rest. 
Illumination of object. 
Flickering light. 
Glossy paper. 
Cleanliness. 
Removing foreign. substances. 
4, The expert oculist versus the “quack.” 


B. The ear. 

Description and use of the outer, middle and inner ear. 
Function of the semicircular canals. 

Perception of pitch. 

Deafness: causes and prevention. 


be ease er. 


es 


XV. CONTROL OF PUBLIC HEALTH AND SANITATION. 
(Conn and Budington, ch. XIII; Hough and Sedgwick, ch. XXVI to XXXV, inclusive.) 


A. Factors determining public health. 
Thickly settled communities. 
Personal habits. 

Climate. 

Cleanliness of surroundings. 
Mosquitoes, flies, rats. 

Pet anima!'s: cats and dogs. 


B. Plan of campaign for public health. 
1. Prevent spread of disease germs. 
a. By disinfecting. 
b. By quarantining. 
ce. By care on the part of those who are sick. 
2. Increasing individual resistance. 
a. By sanitary conditions of home and neighborhood. 
’ b. By instruction in hygienic living. 
C. Preventable diseases: how spread and how prevented. 
1. Tuberculosis. 
2. Typhoid fever. 
8. Diphtheria. 
4. Scarlet fever, measles, and whooping cough. 


ye ee oe 


5. Smallpox. 
D. The home. 

1. Location: light and air. 

2. The house. 
a. Furnishing. 
b. Cleaning: sweeping, dusting, vacuum cleaners. 
c. Rugs versus carpets. 
d. Sanitary cellar. 
e. Heating and ventilation. 
f. Lighting. 


3. Water supply. 
a. Necessity for pure water. 
b. Location and construction of well (see Bulletin Kansas 
State Board of Health, January, 1911). 


E. Sewage: systems of disposal. 


F. Health officials. 
1. Duties and authority. 
2. Need of codperation on part of public. 


36 Course of Study for High Schools. 
BOTANY. 


(One unit.) 


The recommendations of the College Entrance Examination Board 
on botany in secondary schools, which are in practical agreement with 
the report of the North Central Association of Colleges and Second- 
ary Schools, are discussed'in Ganong’s Teaching Botanist with a fullness 
of detail impossible in an article of this scope. A careful study of that 
masterly analysis of the problems of secondary botanical instruction is 
advised to fill in the outlines of this account. 


THE FUNCTION OF BOTANICAL INSTRUCTION. 


In common with related sciences, botany affords training in exact ob- 
servation and in reasoning from the data so obtained, and this cultivation 
of “organized common sense” is the first consideration in determining the 
method and content of the course. The information gained by the stu- 
dent should be that which will be of most worth to him. What knowledge 
about plants will be of most value to the high- school student? He should 
know those things which will enable him to interpret the plant life which 
he sees about him, the fundamental processes carried on by plants, their 
relation to their environment, and their influence on human welfare. In- 
terest in plant life should be broadened and deepened. As the student 
learns the similarity of the fundamental processes in all living things, he 
may come to see that all life is one, that hkeness is greater and more full 
of meaning than difference, and that he is not an alien in a hostile world, 
but that his welfare is interwoven with that of the plant life about him. 
Not only the crops of direct economic value need his intelligent control; 
just as vital to him is an appreciation of the inconspicuous services of 
the soil bacteria, in association with the pea family, in enriching the soil 
by a chemistry still beyond our skill; of the forests at the sources of 
rivers, whose roots make of the soil about them a great sponge, to hold 
the rains and feed them steadily into the streams, so that they may 
neither flood nor run dry; of the scarcely noticed lichens, which pene- 
trate into barrén regions, help to grind. up the rocks, and by their life 
and death make place for a richer vegetation; and even of the bacteria of 
decay, whose work, disastrous when uncontrolled, is fundamental to the 
continuance of new organisms. And with this deepened appreciation of 
the silent but active life about him‘there may develop a sense of keen 
enjoyment of the harmonious and steadfast working of law. 

It should be an important function of the botany course to furnish 
direct assistance to those intending to enter the vocation of agriculture, 
and the course in botany may be so arranged as to prepare for the study 
of agriculture by laying especial stress upon the physiology and ecology 
of plants, by using such economic families as the grass, legume, rose, 
parsley, mustard, and the families of noxious weeds, and by giving more 
attention to the fungi and bacteria in their relation to plant diseases. 


METHOD. 


The student should study the plants themselves. Materials and di- 
rections should be given out at the beginning of the period. At first the © 
directions should be more definite than they need be later, but at no 
time should they be so specific as merely to supply points for verification. 
The work may be adjusted to a little above the average of the class, and 
the swifter may be required to give more detail or extra topics, while the 
slow pupils should finish their work outside of class. The work should 
be done thoughtfully, accurately and neatly. It is better to omit an ex-- 
ercise than to do it hurriedly and carelessly. After supplying the ma- 
terials the teacher should go about helping students individually, from 
time to time asking the attention of the class to some point that needs 
general explanation, and at the close of the period summing up the work 
that has been done. 


Part V.—Elementary Science. 37 


_ For the sake of economy of materials and of the instructor’s time, but 
more than all for the sake of the valuable team work that may be 
developed in the class, the whole class shovld approach a tonic together. 

Careful records of the work done should be kept in drawings and 
notes. Accounts of physiological experiments should contain a statement 
of the problem to be solved, a description of the experiment used to solve 
it, with drawings of the apparatus, the results of the experiment, and the 
conclusions drawn from the results. Wherever possible, data should be 
tabulated. The drawings should be made on heavy linen ledger paper 
with a hard pencil (6H Koh-i-noor). The use of India ink is to be en- 
couraged, as this gives a definiteness, finish and permanence impossible to 
pencil drawings. In this case a softer pencil may be used in making the 
first draughts. The notes written in ink are to face the drawings, so 
that drawings and ndtes may be compared without turning the page. 
Both drawings and notes should be placed symmetrically on the pages. 
Before beginning a page of drawings it is to be determined how many 
are to go on that page, where they are to be placed, and the proportion 
between object and drawing, so that when the pages are completed they 
will ke pleasing in their symmetry. Drawings should be simp'e outlines, 
distinct and neat. They should express intelligently, truthfully and at- 
tractively what the ‘student: has learned from his subiect. To allow 
slovenly work to pass is to miss the point of scientific training. At fre- 
quent intervals the teacher should go over with the student his notes and 
drawings and discuss their merits and the defects that must be corrected 
before the work is acceptable. As far as possible, the responsibility for 
getting the notebook in passing condition should be thrown upon the stu- 
dent. This may be done by placing a line in one corner of a plate when it 
is first examined, and a line across that when the work is satisfactory, 
and accepting no work not thus passed upon. 

The physiological experiments may be set up by the teacher or by a 
‘group of students working together. In either case the whole class should 
follow the experiments closely and record the results. Details of ap- 
paratus and directions for conducting the experiments are given fully in 
some of the books cited kelow. These physiological experiments should be 
given a large part in the schedule of work, for they contain some of the 
most vital and interesting material of the course. 

Fie'd excursions are valuable to connect laboratory and textbook work 
with the natural conditions of plants. Foresight is necessary in planning 
the work~to be done, in order that the time may be used to the best ad- 
vantage. The teacher should first go over the ground to be visited to 
select the features most illustrative of the points he wishes to teach. He 
must then present the problems to be solved to the group of students to 
be taken to the field. This group should be small, not more than eight 
‘or ten for effective work. Definite reports of the work done should be 
required. 

.THE PREPARATION OF THE TEACHER. 


Growing emphasis is being laid on the preparation necessary for the 
teacher of botany. Unless the teacher has had adequate preparation in 
botany it would be better not to offer the course. What preparation is_ 
adequate? The answer varies somewhat with the personal equation. 
The minimum advisable is the equivalent of two years of college work in 
botany, including courses in the general morphology of the higher and 
lower plants, experimental plant physiology, plant histology, and sys- 
tematic botany with field work, or such courses as botany 1 or 51, 2, 3, 4, 
50, and 62, described in the University catalogue of 1916-17; or botany 
101, 104, 107, 215, and 222, in the catalogue for 1916-17 of the Kansas 
State Agricultural College. Knowledge of current and approved methods 
of teaching botany, zodlogy, physiography and general bacteriology are 
desirable. If a teacher finds that his preparation does not enable him to 
teach botany with enthusiasm and freedom, he may mend matters by tak- 


38 Course of Study for High Schools. 


ing work in the summer schools held at several of the large universities 
or at a seaside laboratory. It is advisable for the teacher who has been 
well prepared to keep in touch with the advance of the science in matter 
and method. 

LABORATORY EQUIPMENT. 


Compared with the enthusiastic, scholarly teacher, the material equip- 
ment is secondary. There should be, however, a well-lighted laboratory 
furnished with flat-topped tables about thirty inches high and so pro- 
portioned as to give each pupil about thirty inches elbow room, arranged 
preferably with the ends towards the window. 

For his own use each student should have a dissecting microscope, a 
simple lens mounted on a block, so as to leave the hands free to use 
dissecting needles. The doublet magnifiers of three-quarter-inch focus, 
manufactured by Bausch & Lomb, Rochester, N. Y., or by the Spencer 
Lens, Company, Buffalo, N. Y., are satisfactory. The blocks may be made 
as described in Stevens’s Introduction to Botany, page 371. The Barnes 
dissecting microscopes, made by Bausch & Lomb, and listed at $2.50, 
but subject to discount, are good. The iron stands with hand rests and 
rack and pinion adjustment made at the shops of the University of Kan- 
sas are of large and convenient size and made for long service; net price, 
$2.75. The other tools indispensable for the individual student are two 
dissecting needles, which may be made easily by thrusting strong needles 
into soft-wood handles, forceps, and a sharp knife. 

The laboratory should have at least one good compound microscope 
for demonstrating minute anatomy. It would be a saving of time to have 
one for each student. Good microscopes with all the necessary adjust- 
ments may be bought by schools for less than $30 each, from the Spencer 
Lens Company and Bausch & Lomb. A table microtome and sectioning 
knife will save much valuable time, and may be bought for $10. A good 
hone should be kept in the laboratory to keep the knives sharp. Helpful 
additions to this necessary apparatus are described in Ganoung’s Teach- 
ing Botanist. 

Tools are not the only supplies necessary to provide. In order to 
carry out the course in logical -sequence, plants must be on hand in the 
proper stages of development for demonstration. For this supply ma- 
terials may be gathered in a suitable condition to be used, and preserved 
until the time for them comes in the course, or some of them may be 
brought to a state where they may be used. For keeping a stock of 
preserved materials a cupboard is necessary, in which fruits and seeds 
collected during the summer to illustrate dissemination may be kept safe 
from mice, and in which sealed jars containing two per cent formalin 
for preserving flowers and the soft parts of plants, or equal parts of 
alcohol, glycerine and water for keeping woody materials, may be kept 
handy and safe from breakage. Some room or part of a room should be 
kept warm enough to germinate seeds in boxes filled with sphagnum or 
white-pine sawdust, and to force into bloom branches of woody plants in 
jars of water. If the schoolroom is not allowed to get cold, window boxes, 
with such plants as geranium, wandering Jew, tulip, and others suitable 
for use in physiological experimentation, are a convenience. Material 
hard to get in some localities may be obtained from the biological supply 
firms, such as the St. Louis Laboratory and Supply Company, St. Louis, 
Mo. Detailed directions for providing materials are given in Steven’s 
Introduction to Botany and Ganong’s Teaching Botanist. 

The high-school student’s appreciation of pleasant surroundings should 
not be neglected, and the laboratory should be kept neat and attractive 
by the combined efforts of teacher and pupils, for the sake of its reaction 
on the neatness and accuracy of their work. 


THE PLAN OF THE COURSE. 


The two points to be considered in making a plan for the high-school 
course in botany are, first, the preparation and needs of the teacher and 
pupils, and second, the materials best fitted to give the desired training 


Part V.—Elementary Science. | 7 39 


and information. That this plan may be as useful as possible, a large 
enough range of subjects to fit all probable situations, arranged in a 
logical order for presentation, will be suggestive, so that the teacher may 
choose for full treatment those topics best adapted to the needs of his 
school, and may give others brief treatment or omit them. The quality 
and quantity of the work done by the pupil and the evidence of power 
developed are more important in judging the course than the specific 
content. As for the best path of approach to the field of botany in general, 
it is that one in which the teacher can lead with the most enthusiasm. In 
most cases, however, the pupil should not at his very entrance to the 
botanical world be distracted from the plants themselves by the use of so 
comforting though useful a tool as the compound microscope. Besides, 
the general survey of the whole field of botany proper to the high-school 
course requires that the functions of plants be studied at the same time 
with the structures that carry them on. Since these physiological pro- 
cesses are more easily demonstrated in the higher points, it is well on this 
account also to begin the course with a thorough study of the structure 
and development of a typical seed plant, accompanied by the physiology 
of each part as it is taken up and the relation of the part to its en- 
vironment. When the method of work has become familiar, the use of 
the compound microscope will open the door to the new and fascinating 
world of the minute structure of plants. This study of the seed plant 
should be followed by a general survey of the great groups of plants. 


I. The structure of a typical seed plant and the kinds of work done by 
each part. 
A. Seeds and seedlings. 

Materials: Lima and other kinds of beans, castor bean 
and corn. Phaseolus vulgaris germinates well. 

Structures of the dry and soaked seeds: The nature of the 
parts; the development of each part in the process of 
germination; the function of each part; the work of 
the seed. 

Experiments to show: Storage of food in relation to the 
plant; to men and other animals; kinds of food stored 
in each seed; what becomes of this food in germination. 

Respiration: Need of oxygen in growth; evolution of car- 
bon dioxide. Here is the place to clear up the common 
notion that plants do not respire like animals, caused 
by misunderstanding the process of photosynthesis. 

Digestion, especially the work of diastase. 

Response of the different parts of the seedling to the 
stimuli of gravity, water and light. 

Seed distribution; vitality of seeds. 

B. Roots. 

Materials: Roots of seedlings; sections of older roots of 
hyacinth; seedlings grown in moist chamber to develop 
root hairs. 

Structure of root, vascular bundle, hair zone, root cap, 

- growing point. Position and origin of lateral roots. 
Root hairs, structure, relation of root to soil, kinds of 
soil and their influence on vegetation. Modified roots: 
storage, parasitic, air, prop. 

Experiments to show: Osmosis and its relation to the 
function of roots; root pressure. 

C. Stems. 

Material: Horse chestnut or hickory, cottonwood, and 
lilac buds; young and old dicot stems, as Aristolochia, 
squash, or castor beans; linden, pine, corn, Jmpatiens 
stems. 


40. Course of Study for High Schools. 


{. The structure of a typical seed nian eons 

Sree of buds, arrangement and unfolding of young 
eaves. 

Structure of young dicot stem, ee ine growth, shedding ~ 
of bark and leaves, relation of growth of stem to 
seasons. 

Structure of monocot stem. 

Experiments to show: Region of conduction; rate of sap 
flow; region of growth; amount of growth. 

Method of twining of stems. ets 

Forests, their uses; the distribution of gymnospermous 
and angiospermous forests, their enemies, preservation. 
United States, state and local work in forestry. 

_D. Leaves. 

Material: Elm, maple, geranium, bean, and Abutilon 
leaves. 

Structure: Epidermis, stomata, palisades and chloro- 
plasts, air tissue, and veins. 

Light relations of various leaves. 

Response to the amount of transpiration shown in forms 
of leaves of water plants, moist-air plants, and desert 
plants. . 

E. Leaves. 

Modifications of leaves for special work: thorns, tendrils, 
scales, and insectivorous adaptations. 

Experiments to show: Presence and nature of chlorophyl; 
manufacture of food and its conditions; dependence of 
starch formation on presence of chlorophyl, light, and 
carbon dioxide; evolution of oxygen; make clear the 
distinctiveness of the process of photosynthesis; rate 
of transpiration in dry and moist atmosphere. 

F. Flowers. 

Material: Begin with simple flowers like tulip, dog’s- 
tooth violet, or yucca. and lead up gradually to the 
more difficult flowers, like the Composite. 

Structure of the flower, especially of ovule and pollen; 
functions of parts. Devices for cross-pollination; 
relation of insects to pollination. Fertilizers. Arti- 
ficial selection and methods of improving agricultural 
and horticultural plants. 

Classification of plants and acquaintance with plants of 
the locality, especially those of economic importance. 

II. Summary of the great groups of plants. 

This should be chiefly habit study of the plants themselves, re- 
lated as far as possible to the locality and conditions of 
growth of the plant. Anatomical details are better shown in 
diagram, charts, lantern slides or from good illustrations in 
books than by individual work of the pupils with the com- 
pound microscope; and these details should be subordinated to 
ecological and physiological aspects of the plants. Some de- 
tails may be worked out with the compound microscope, and 
should be subordinated to the ecological and physiological as- 
pects of the plant, and a demonstration microscope should be 
used. 

A. Alge. 

Distribution; conditions controlling growth; relation to 
water supply. One or two blue-greens should be 
studied, as Nostoc and Oscillatoria. Common green 
alge, like Pleuwrococcus, Cladophora, Spirogyra, Vau- 
cheria and desmids. 


Part V.—Elementary Science. 41 


II. Summary of the great groups of plants—continued. 

Development in complexity in nutritive and reproductive 
structures. 

General appearance and distribution of browns and reds. 

Gross characters of diatoms. 

B. Fungi. 

Types of dependent plants: Toadstools, mushrooms, mil- 
dews, moulds, wheat rust, corn smut, cedar apples. 
Yeasts; experiments to show behavior and structure. 
Bacteria from hay infusions. Relation of bacteria to 
disease, soil, decay; effect on milk and water supply. 
Health measures in relation to bacteria. 

Parasitism; effect on host and parasite; economic effect. 

C. Lichen. 

Symbiotic relationship; distribution; effect on rock or 

other structure upon which it grows. 
D. Liverwort and moss. 

Distribution; life history. The fact of alternation of 
pen should be taught, but not in too great de- 
tail. 

E. Fern. 

Life history of true fern; differentiation in structure; 
distribution; acquaintance with local representatives. 

General appearance of horsetails and club mosses. 

F,. Gymnosperms. 

Tree habit. Annual growth; twigs of different ages, ever- 
green leaves and their value. The timber and its 
qualities. Cones; structures involved in the develop- 
ment of the seed, and the time necessary for the 
development of seeds. 

G. Angiosperms. , 

Life history compared with gymnosperms; modifications 

of leaves, stems, roots, flowers. 


Some topics suggested in the first part of the course may be deferred 
until this point is reached, or treated more fully here. For instance, if 
the course begins in the fall the acquaintance with local families and 
problems of forests and forestry may be taken up at this time, as this _ 
pone bring the study into the spring when the simpler flowers are in 

loom. 
HELPFUL BOOKS FOR THE BOTANY COURSE. 


The Teaching Botanist, by William F. Ganong (Macmillan Company, 
New York, edition of 1910), is a full and up-to-date discussion of the 
problems of secondary botanical instruction. It contains information 
indispensable for the high-school teacher, and is written in a fresh and 
attractive style. 

Introduction to Botany, by William C. Stevens (D. C. Heath & Co., 
Boston), gives details and practical direction helpful to both teachers and 
students. This book combines the clearness and simplicity attractive to 
the student with suggestions of method valuable to the teacher. 

Plant Relations and Plant Structures, by J. M. Coulter (D. Appleton 
& Co.), are beautifully written and well illustrated. A Textbook of 
Botany, by Coulter, Barnes and Cowles (American Book Company), is 
the latest and best presentation of the field of botany for reference by 
the teacher. ; 

The Textbook of Botany, by Strasburger, Noil, Schenck, and Schimper 
(The Macmillan Company), is written by specialists in its different 
parts, and is one of the most satisfactory texts yet published. _ 

Plant Life, by C. R. Barnes (Henry Holt & Cc., New York), is a clear 


42, Course of Study for High Schools. 


and logical presentation of the subject from the standpoint of the rela- 
tion of form to function. 

Principles of Botany, by Bergen and Davis (Ginn & Co., Boston), is 
an excellent book for the library on account of its popularity with the 
students. 

Plant Physiology, by William F. Ganong (Henry Holt & Co., New 
York), has clear and careful directions for carrying out the experiments 
demanded in the course outlined. 

An Introduction to Vegetable Physiology, by J. R. Green; Plant 
Anatomy, by W. C. Stevens (P. Blakiston’s Son & Co., Philadelphia), 
and Plant Physiology, by Peirce (Henry Holt & Co., New York), are 
excellent for the teacher’s reference. 

The Natural History of Plants, by Kerner & Oliver (Henry Holt & 
Co., New York), should be in the library for reference to its fine illus- 
trations and full ecological information. 


ZOOLOGY. 


(One unit.) 


The course in zodlogy can most profitably be undertaken in the third 
or fourth year of the high-school course. By that time the student has 
acquired sufficient skill and experience to comprehend the facts pre- 
sented and to grasp the broader biological features involved. 


ROOM. 


If microscopic work is undertaken the laboratory should have a north 
exposure, though south windows are an advantage in growing certain 
lower forms of animal life. The equipment may be very simple and in- 
expensive, if necessary. The tables should be about twenty-eight inches 
high and should afford convenient working space for each student. If 
new tables are built, tiers of drawers sufficient for each pupil to have 
a separate one in which to keep drawings, notebooks, etc., are recom- 
mended. If sufficient drawer space is not obtainable, a case or closet 
should be provided, so that work may be safely and neatly kept. Chairs 
are to be preferred rather than stools, because growing children of high- 
school age need an occasional rest. 


APPARATUS FOR PUPIL. 


Apparatus for the pupil should consist of a set of dissecting instru- 
'ments for each, and a hand lens. The dissecting instruments necessary 
to good work are: A pair of scissors, 75 cents; a pair of forceps, 25 
cents; two needles, 3 cents; a pipette, 3 cents; ‘and a scalpel, 3 cents. 
Dissecting pans may be made from ordinary oblong (8 x10x2) cake or 
pie tins. These should have a layer of paraffin about one-third of an 
inch in thickness on the bottom. (Heat the paraffin in a vessel, set in a 
vessel of water, to just above the melting point, and stir in lampblack 
sufficient to turn the mixture black. Pour it into the pan and cool rap- 
idly.) Boards may be used for dissecting larger animals, as cats or 
rabbits. 

Compound microscopes may be used by pupils in groups. Good work 
may be done with only one compound microscope if the class is not 
large. If several compound microscopes are available, three objectives, 
a two-inch, a two-thirds and a one-sixth objective used with a triple 
nose piece saves the expense of a dissecting microscope and hand lens. 


APPARATUS FOR ROOM. 


A number of large glass jars of any sort are handy for small aquatic 
animals. A tank or tub of galvanized iron is useful for keeping alive 
crayfish, fish or clams until needed. Wide-mouth bottles and ordinary 
fruit jars serve as well for preserving material for class demonstration. 


* Part V.—Elementary Science. nf 43 


Formalin is a cheap and good preserving fluid. Solutions from 2 per 
cent to 10 per cent, differing according to the size of the animal, will 
preserve material idefinitely. 


LABORATORY MATERIAL. 


Material for class work may be collected for the most part by the 
class on individual or class excursions. Protozoa are abundant in stag- 
nant water. Amoebez are often found in growths of Oscillatoria (bluish- 
green masses of shiny growth on the bottoms of ponds). Many proto- 
zoans may be grown by placing a small quantity of dry leaves in a jar 
of water and keeping them in a warm place for a few days or weeks. The 
jars should be watched from time to time and the Protozoa studied when 
they are plentiful, because they are preyed upon by larger forms and 
disappear suddenly from the solution. _ Roadside ditches are always 
sources of Protozoa. 

Hydrez are usually abundant in early fall on the under side of floating 
lily pads, also among duckweed (a small floating aquatic plant forming 
a green layer on the surface of quiet water). 

Collect either the pads or duckweed and place in jars or crocks. Look 
for Hydrez the following few days. They will be found around the sides 
of the vessel fastened by one end of the body, the free end extended from 
one-fourth to one-half inch in length and the six slender tentacles in con- 
stant motion. 

Earthworms may be found in rich garden soil at any time of the year 
when the ground is not frozen. If needed in the winter time, they should 
be dug’ in the early fall, before frost, and placed in a large tight-bottomed 
box, with plenty of rich earth, which should be kept moist, but not wet, 
until they are used. 

Cyclops, Daphnia and related arthropods are sure to be brought in 
with the Protozoa, though they will develop slower and may not be 
noticed at once. Care should be taken to study the Protozoa before the 
ae have increased in numbers sufficiently to destroy the smaller 
orms. 

Crayfish must be collected for winter use early in the fall, by the 
middle or last of September. Hunt for them in quiet running water, 
where logs or rubbish form hiding places.- A piece of liver on a string 
forms an attractive bait. If kept alive until needed, they may be placed 
in a tub or tank containing a layer of sand three or four inches deep, 
and covered with water an inch or two (not more) above the level of the 
sand. Crayfish do much better in shallow water, unless running water 
may be had. Feed live earthworms or pieces of raw meat. The excess 
food should be removed, so as not to foul the water. 

Clams are found in a creek with a sandy bottom, often above and 
below a riffle or fall. To wade out and pick them up is the quickest 
method of collecting. They may be kept with crayfish if not over- 
crowded. The water should be changed daily. 

Frogs and toads are found best in early spring around ponds. At 
dusk they are abundant and easily taken with a dip net. 

Cats and guinea pigs are much cleaner and pleasanter to dissect than 
rabbits. Farmers and grocers often have extra cats which they are glad 
to dispose of. 

PUPILS’ COLLECTIONS. 


Each pupil should collect in early fall from twenty-five to fifty speci- 
mens of insects, as many species as possible, and related arthropods for 
classification. The insects should be neatly spread and arranged in 
boxes. Split corks glued to the bottom of the box serve to hold the pins 
in place. The pupil should also collect two or more specimens of each 
insect to be studied. A good collection should contain grasshoppers, large 
beetles, bugs (electric-light bug, cicada and squash bug), butterflies, 
moths, crickets (male and female), bumblebees, wasps, dragon flies, and 
flies. These collections should be preserved by the teacher until needed 
for class work. 


44 Course of Study for High Schools. 


NOTEBOOK WORK. 


Loose-leaf notebooks of ledger linen for drawings and single-ruled 
writing paper for notes are practical. The drawings should be made in 
pencil, 8x4x1, and after correction should be traced in India ink. 
Drawings should be made of every part studied in the dissection and 
should be fully and correctly labeled. Drawings without lettéring are 
worthless. After the dissection is completed the pupil should write, in 
composition form, a description of the animal, including (1) its habitat, 
(2) adaptations to environment, (38) a full description of the laboratory 
work, (4) its life history, and (5) its classification. 

In all notebook work attention should be given to spelling, the use of . 
language, and the rules of composition. 


OUTLINE OF WORK. 


It is difficult to follow the logical order of development of animals 
in laboratory work, because of the inexperience of pupils and because 
we must study many forms out of their season. A satisfactory method 
of presentation is to study the insects in the fall, because they are at 
their best at this season. Many forms are laying eggs; larve are pupat- 
ing and pup2 are hatching. Work with ‘insects will give the pupil the 
necessary skill, so that he may be able to take up the study of the 
protozoans and continue in the natural order of development. 


Insects. Because of its size, the grasshopper is the form most 
thoroughly studied, and it may serve for the type dissection of the in- 
sects. As the study of the different orders progresses, comparison of 
- homologous parts with all previous forms studied should: be made. A 
chart made by the pupil, showing the comparison of structures upon 
which the basis of classification is made, is highly instructive and should 
conclude the study and precede the classification of the insects collected. 
It should include: (1) parts of body, character of; (2) mouth parts; 
(3) antenne, number and kinds of; (4) eyes; (5) wings; (6) legs; 
(7) number segments of abdomen; (8) habitat; (9) relation to mankind, 
(a2) harmful, (0) beneficial. The economic importance of insects should 
form a prominent part of the study. To make such study practical and ~ 
effective the student must know the life history of the insect, at which 
stage or stages it is harmful, the character of the mouth parts in the © 
different stages, and the egg-laying habits... If beneficial he must know 
the kind of service it renders to mankind. He is then in a position to 
appreciate literature on the subject and to plan and execute aggressive 
or defensive measures for the destruction or protection of the insect. 
All schools should avail themselves of the opportunity offered by the 
Agricultural College at Manhattan to supply themselves with bulletins 
offered on this and related subjects. 


Protozoans. The study of the protozoans depends largely upon the 
equipment of the school. If compound microscopes are available the 
regular work may be attempted, but even with hand lenses much may 
be learned. The point to be brought out is that the simplest animals, with 
only one cell, perform many of the functions that the higher animals per- 
form by means of organs. 


Hydra. The Hydra is important because it is the commonest fresh- 
water celenterate, of which it may be made a type. The structure of 
corals and Hydrozoa are easily explained from the structure of Hydra. 
It is important biologically because the three body layers common to the 
early embryological stages of all higher animals are developed here. 
Definite cells of these layers (nerve cells, muscle cells, digestive cells, 
reproductive cells) foreshadow organs with similar functions in the 
higher animals. 


Earthworms. The earthworm is difficult to handle in class dissection, 


but with several specimens per pupil a number of successful dissections 
can be made. In evolution of animals the earthworm is the first form the 


Part V.—Elementary Science. 45 


pupil meets which shows the various systems. These are developed to 
complexity, but do not occupy the same relative positions shown in higher 
‘animals. A chart showing the evolution of the animal systems should 
be begun with this dissection. Show the circulatory system, dorsal; the 
digestive, median; and the nervous, ventral, with the reproductive system 
anteriorally located. Compare with grasshopper and add diagram of 
the latter. Notice the similarity of position of circulatory, digestive and 
nervous systems, but change of location of reproductive system. Notice 
also the development of the respiratory system in the insect. Preserve 
the chart and add to it as the work progresses. 


Clam. The clam is one of the most difficult dissections which the 
pupil will make. The shell and external study of the body are simple, 
though care must be taken to make clear the relation between mantle, 
gills and body. The internal dissections may be thoroughly understood 
and fairly worked out with the help of a good diagram. Make clear the 
relation of the kidney to the pericardial cavity. While the clam shows 
the same general location of the various vital systems, it shows general 
advance in their complexity. The three-chambered heart, with arteries 
leading from it, the return blood being taken to the gills for aération 
instead of the air being taken to the tissues, as in the insects, is a dis- 
tinct advance. The coiled intestine shows a development over the straight 
tube of the worm. 

The Mollusca are interesting commercially because of the pearls and 
mother of pearl used in the arts. They are of interest geologically be- 
cause of the enormous quantities of limestone formed from the shells, etc. 


Crayfish. Note similarities and differences between insects and cray- 
fish, covering and general divisions of body, jointed legs, the antenne, 
and mouth parts. Note special adaptations, flexible abdomen, tail, fin and 
gills. . Observe the marked increase in complexity of some of the internal 
organs; the large liver, the heart and arteries, different kidneys. Note 
the similarity of arrangement of the internal organs. Add diagram to 
chart. 

Catch female crayfish with eggs attached to swimmerts, and watch 
them hatch and develop. 

Consider here the large lobster hatcheries along the northeastern 
coast, and the restocking of these waters. 


Fish. Study different kinds of fish from minnows brought into the 
room: general body covering; different kinds of fins and their different 
location; difference in mouth. It is well to dissect different kinds of 
fish. Croppies or perch are good for internal dissection and catfish are 
good for dissection of nervous system and brain. With the appearance 
of the vertebrate animals notice the complete change of arrangement of 
vital organs; the dorsal nervous system, the circulatory system lying 
between it and the ventral alimentary canal. Study the complex nervous 
system, with well-defined brain instead of scattered ganglia as in the 
invertebrates. Notice that with the development of brain there is de- 
veloped also the bony cavity to enclose and protect it. Notice that the 
three-chambered heart pumps venous blood instead of arterial as in the 
crayfish. Notice the breaking up of the gill arteries into capillaries and 
the subsequent uniting again into arteries. Note the development of 
veins conveying the blood back to the heart instead of sinuses as in the 
crayfish. Study also the evolution of the kidney: in the worm, in each 
segment except the few anterior ones; the malphigian tubes of the grass- 
hopper; the anterior kidney of the crayfish; and the migration to the 
middle to posterior position in body cavity of vertebrate. Compare this 
evolution with the development of the kidney in the vertebrate embryo, 
where each segment of the young embryo contributes to the kidney, 
’ which by the more rapid growth of the anterior portion of the body is 
left to occupy lower middle portion of the body cavity. Compare with 
this the same general situation in regard to the reproductive organs: 


@ 


46 Course of Study for High Schools. 


anterior in the earthworm, median in the crayfish, and posterior in the 
fish. Notice in the fish the enormous number of eggs and spawns de- 
veloped, and study the relation between the care given the young by the 
parent and the number of young produced in order to perpetuate the 
species, 

Study here the fish industry as undertaken by the United States 
government: the care of eggs and young fish; the stocking of streams; 
the kinds of fish best adapted to. Kansas waters and the protection which 
should be given them. 

Add diagram of vital systems to chart. Make diagram of circulating 
system. : 

Frog, Toad, Turtle, Snake... The amphibians and reptiles may be 
studied together. Have at least one specimen of each dissected in class. 
Hach pupil may then observe dissections made by the other members of 
the class, and so get the benefit of all. The great advance here is from 
the water-breathing to the air-breathing form. Review in this connec- 
tion the aération of the blood in the previous forms studied: in the earth- 
worm breathing takes place through the moist skin; external gills in the 
clam, etc.; their first connection with the mouth cavity in the vertebrate. 
Notice that in the frog and toad the gills develop in connection with the 
mouth, as in the fish; but later lungs develop as outgrowths of the 
esophagus, a change that takes place in the embryological stages of the 
higher vertebrates by a longitudinal division of the esophagus. ~ 

Note slight advance of three-chambered heart of fish to the partly 
divided ventricle of amphibians and reptiles. Continue comparisons 
through the different organs. 

Collect frogs’ eggs in the spring and watch them hatch and develop. 
They should be put in a vessel that has alge growing on the sides. Teach 
the value of amphibians and reptiles in catching insects and small 
rodents. Snakes are especially valuable, and the harmless varieties 
should be protected. | 

Pigeon or Sparrow. The pigeon is to be preferred because larger. 
The birds show a generalized advance over preceding types, as well as 
many special adaptations. Here the four-chambered heart is first found, 
and with it the highest type of circulation and the appearance of warm- 
blooded animals. The pupil should carefully work out the circulation 
and make original diagrams of it. The brain is much increased in size. 
Note the relative change in size of the cerebellum and optic lobes of the 
bird and frog. Make careful dissection of nerves to internal organs, to 
wings and toes. Study carefully the close relationship in position of the 
kidneys and reproductive system, and show that here, as well as in the 
embryonic stages of both lower and higher animals, these organs de- 
veloped from a common body by longitudinal subdivision, the dorsal por- 
tion becoming the kidney and bladder, the ventral portion the repro- 
ductive organ. 

Clear away enough of the flesh to get a good general idea of the 
skeleton, especially the wings and back at the lumbar regions. 

In the study of birds consider their value to the farmer. Devise meth- 
ods of protection against the destruction of birds. Consider this point 
- both from humane and economic viewpoints. 

Cat or other Mammal. The mammal should be the most important dis- 
section made. Six weeks may be profitably spent upon it. If crowded 
for time the bird may be dissected by part of the class at the same time 
the amphibians and reptiles are being studied. The animal should be 
skinned and the whole muscular system worked out thoroughly. The 
origin and insertion of muscles and their action is much more important 
than names. The blood and nerve supply of each large muscle should be 
observed. This is readily done if the arteries are injected with plaster 
of Paris containing carmine or red ink. Inject through the ventricles or 
auricles. Follow the dissection of nerves and arteries to the toes. 


Part V.—Elementary Science. 47 


/ 


The internal dissection should be done with especial care. The dia- 
phragm is the new organ developed in connection with the respiration. 
Trace the arteries and veins of the internal organs very carefully and 
make original diagram of complete circulation of blood, using colors. 
Study carefully the alimentary canal, and show that the liver and pan- 
. creas are developed from embryological outgrowths of intestine, which 
show their relation to it by the gall and pancreatic ducts. Note the in- 
creased complexity of the mammalian reproductive organs, due to in- 
trauterine development of embryo. 

Careful dissection of the brain and spinal cord should be made. The 
skull of the animal should be opened by a blow with a hammer or with 
bone forcepts as soon as killed, so that the formalin used may harden. 
the brain tissues. Notice the increase of cerebrum over the other por- 
tions of brain and the complete disappearance of the optic lobes. Dissect 
the spinal cord, showing cervical and lumbar plexuses. Find the dorsal 
and ventral roots of the spinal nerves. A, careful dissection here is of 
great value to the pupil in subsequent study of psychology. In the mam- 
mal make drawing of important parts only: in the alimentary canal, 
the tongue, showing relation of tongue, epiglottis, esophagus and trachea; 
the stomach and portion of intestine, showing the pancreas; the cecum 
at junction with ileum, etc. Make careful drawings of nervous systems; 
the urogenital system of both sexes; the heart, showing relation to lungs; 
the lungs and trachea; cross and longitudinal sections of the heart. 

If time permits, a careful preparation of the skeleton makes an inter- 
esting museum specimen. 

The above outline is intended to be merely suggestive. A good labora- 
eevee such as Colton’s Laboratory Manual, is essential to careful 
work. 

The following books are valuable for reference: Colton’s Elementary 
Zoology; Parker and Haswell’s Shorter Course in Zodlogy; Comstock’s 
Insect Book; Kellogg’s Insect Book. 


\ CHEMISTRY. 
INTRODUCTION. 


The successful teaching of chemistry requires, first, a definite plan of 
procedure, and, second, a clear vision of the end to be attained. In the 
present course it is suggested that the plan and method of presentation 
suggested by the text be followed, at least in a measure. This does not 
mean, however, that the order is to be followed blindly or that all topics 
discussed are to be considered of equal importance. Sufficient latitude is 
permitted the instructor to enable him to meet the local situation by 
making such minor changes and omissions as laboratory facilities and 
equipment may require. However, it should be remembered that a well- 
equipped laboratory is essential for any degree of success in this work; 
and in the absence of such no attempt should be made to offer a course 
in general chemistry. 

The textbook study of chemistry should be accompanied with ap- 
propriate laboratory work. The more difficult experiments suggested in 
the text should be performed before the class in the recitation hour by 
the instructor, as a means of illustrating the principles under discussion 
and of placing before the pupils a plan of laboratory procedure, and 
to show the methods to be carried out in practice. This will enable the 
pupils to acquire more quickly a high degree of skill in manipulation and 
laboratory technique. 


48 Course of Study for High Schools. 


THE SCOPE OF THE FIELD. 


Show briefly how chemistry enters into the daily life of the human race. 
Applications: 


1. Science. 6. Manufacturing. 

2. Medicine. 7. Mining and metallurgy. 

3. Food. 8. Fuel, ete. 

4, Clothing. 9. Chemistry as a means of 
5. Agriculture. national defense. 


Emphasize the application of chemistry to the satisfying of human 
needs. 

: For this introduction the instructor should be familiar with such 

works as The Chemistry of Commerce, by Robert K. Duncan; Outlines 

of Industrial Chemistry, Thorpe; and Sanitary and Applied Chemistry, 


Bailey. 
OUTLINE. 


This outline is based on Smith’s Elementary Chemistry, the text 
adopted for high schools in 1915. 


SUBSTANCES AND PROPERTIES. ( Chapter Ta) 


1. Substances are recognized by their properties. 

2. The law of component substances. 

3. Mixtures. e 

4. Law of chemical change. 

5. Exercises. 

The exercises at the end of the chapter should be worked out by the 
pupils, and should be presented for discussion in the recitation hour. 


CHEMICAL CHANGE. (Chapter II.) Distinguish between chemical and 
physical changes. 


Rusting of metals. 
Nature of rusting. . 
Note the products of rusting and the increase in weight. 
Perform experiments with iron, tin, lead, and zinc. 
Statement of results: Iron + oxygen = oxide of iron. 
Meaning and understanding of— 
Filtration. 
Decantation. 
Filtrate. 
Evaporation. 
Residue. 
Illustrate each. 
7. Chemical combination of substances. 
a. Zine and sulphur. 
b. Distinguish between zinc sulphide and a mixture of zinc 
and sulphur. 
8. Simple and compound substances. 
9. Elements. 
10. Exercises. 


AIR AND Its COMPONENTS. (Chapter III.) 


Nature of air. 

Composition. 

Occurrence. 

Effect of temperature changes, 
Laws of definite proportion. 
Law of conservation of mass. 


Cae 


Pao oS 


> OTS 00 NO 


Part V.—Elementary Science. 49 


OXYGEN. (Chapter IV.) 


ost ee 


5. 
6. 


Early history of oxygen. 
Occurrence. 
Six methods of preparation. 
Properties. 
a. Chemical. 
_b. Physical. 
Oxidation and combustion. Respiration. 
Uses. 


MEASUREMENT OF GASES. (Chapter V.) 


FE; 
2. 
3. 


Correction in volume for changes in temperature and pressure. 
Boyle’s Law. Charles’ Law. 
The molecular hypothesis. 


HYDROGEN. (Chapter VI.) 


r 
2. 


eae ne 


Occurrence. 
Preparation. 
a. Action of metals on water. 
b. Action of metals on dilute acids and electrolysis. 
The proportions by weight. 
Chemically equivalent quantities. 
Chemical properties. 
Physical properties. 
Reactions. 
Exercises. 


WATER. (Chapter VII.) 


Pe ee 


(0.00 ID 


Natural waters. 
Composition. Measurement by volume. 
Electrolysis and synthesis. 
Gay—Lussac’s Law of Volumes. 
Properties. 

a. Physical. 

b. Chemical. 

c. As a solvent. 


Filtration—distillation. 

Three states. 

Efflorescence. Deloquescence. 
Hydrates. 


CHEMICAL UNITS OF WEIGHT. (Chapter VIII.) Optional. 
MAKING OF FORMUL4 AND EQUATIONS. (Chapter IX.) 


neh at BAS DD 2 hone ee 


Analysis and synthesis. 

Making equations. Four steps. 
Balancing equations. 

Equations for reactions already studied. 
Reversible actions. 

Dissociation. 

Molecular formule of simple substances. 
Molecular formule of compounds. 
Exercises. 


SOLUTIONS. (Chapter X.) 


Pa a ene 


Solute. 

Solvents. Water the most important. 

Other solvents: Ether, carbon disulphide, chloroform, gasoline, 
benzine, alcohol. 

Effects of changes of temperature on the solubility of substances. 
Saturated solutions and the meaning of supersaturated solutions. 


ser arto 


50 Course of Study for High Schools. 


SOLUTIONS. (Chapter X)—continued. 


Illustrate by making supersaturated solution of sodium thiosul- 
phate, NazSO4, 10H20. 
6. Influence of the solute on the solvent. 
a. Raising of the boiling point of the solvent. 
b. Lowering of the freezing point. 
ce. Practical applications. 


HYDROCHLORIC AciIp.—As a type of acids. (Chapter XI.) 


1. Methods of preparation of hydrogen chloride gas. 
a. Laboratory method. 
b. Commercial method. 
Reaction and equations. 
Physical and chemical properties of the dry gas Hcl. 
Physical and chemical properties of a solution “of hydrogen chloride 
gas in water. 
Uses of hydrochloric acid. 
Calculations and problems. 


CHLORINE. (Chapter XII.) 


1. Occurrence. 
2. Preparation. 
a. Electrolysis of chlorides. 
b. Hydrochloric acid and an oxidizing agent. 
ce. Equation for the reactions. 
3. Properties. 
a. Chemical properties. 
b. Physical properties. 
4. Compounds. 
5. Composition of hydrogen chloride. Its volume as compared with 
the volume of its components. 
6. Problems. 


SopIUM AND SopIUM HyproxIDE.—As a typical base. (Chapter XIII.) 
1. The decomposition of water by sodium. Equation for the reaction. 
Sodium hydroxide a product. 

2. Electrolytic process of manufacturing NaOH. 
a. Properties of NaOH. 
b. Double decomposition. 
ce. Commercial uses. 
d. Alkalies and bases. 


ACIDS, BASES, AND SALTS. (Chapter XIV.) 
1. Acids. 
_a. Acids are named from the second element. 
b. If an acid Cone ee no oxygen its name begins with “hydro” 
- and ends with “ic.” 
ec. The proportion of oxygen to the other elements is at the 
basis of the system of naming acids and salts within one 
group. 
d. The terminations “ous” and “ite”? denote less oxygen than 
“ie” and “ate,” and the prefix “hypo” implies less oxygen, 
while “per” implies that an acid so named contains the most 
oxygen of all the acids of that particular group, in propor- 
tion to the other elements present. Hyposulphurous acid, 
H28204; sulphurous acid, H2SOs; sulphuric acid, HoSOu: 
per sulphuric acid, HoS00s. 
2. The corresponding salts of sodium are: 
a. Sodium hyposulphite, NazSeQ04. 
b. Sodium sulphite, NazSOs. 


fe Gan eee Be 


Part V.—Elementary Science. 51 


ACIDS, BASES, AND SALTS. (Chapter XIV) —continued. 


ce. Sodium suphate, NaeSQ4. . 
d. Sodium per sulphate, NazSeOx. 


. Bases. All bases contain OH, the hydroxyl radical, and usually 


one atom; as, NaOH, KOH, Al(OH)3; but occasionally more than 
one (as in NH4) in the other radical. 
Radicals may be simple, like H, Na. cl, and K: or compound, like 
SO4, NH4, and OH. 
In electrolysis the hydrogen of the acid is attracted to the negative 
pole and liberated there; hence it is called the positive radical or 
ion. 
The remainder of the molecule, like chlorine, Cl, or SO4, is the 
negative radical or ion. 
Properties common to acids, bases, and salts. 

a. Double decomposition. 

b. Neutralization. 

ec. A radical is an atom or group of atoms which behave as a 

unit in double decomposition. 
¢- Displacement. 
Electrolysis. 

The ‘conductivity of electrolytes. 

a. Ions and conductivity. 

b. Ions and radicals. 

ce. Ionization a reversible action. 

d. Ions bear electric charges. 

e. Ionic equations. 
Experiments should be performed before the class showing the 
relative conductivities of different electrolytes. For example, pure 
water and a dilute solution of Hel; sodium and ammonium hy- 
droxide. In every case the degree of conductivity is a measure 
of the extent to which the electrolyte is ionized. 


VALENCE. (Chapter XV.) 

1. Valence and ionic charges. 

2. How to find valence. 

3. Applications in making formule and equations. 
CARBON. (Chapter XVI.) 

1. Allotropic forms; properties of each. 

2. Compounds. 

3. Heat reactions. 

~ OXIDES OF CARBON. (Chapter XVII.) 

1. Carbon monoxide; preparation, uses. 

2. Carbon dioxide. Plant food. Bread making. 
HYDROCARBON COMPOUNDS. (Chapter XVIII.) 

1. Petroleum. 


a. Oil refining. 
b. Natural gas. 
c. The flame. 


2. Gas range. 


STARCH. (Chapter XIX.) 


1. Carbohydrates. 
2. Fermentation. 
3. Beverages. 


a. Nonalcoholic. 
b. Aleoholic. 
ec. Preparation. 


b2 Course of Study for High Schools. 


NitROGEN—THE ATMOSPHERE. (Chapter XX.) 


1. Nitrogen. 
a. Occurrence. 
b. Preparation. 
c. Properties. 

2. The atmosphere. 

a. A mixture. 

b. Constituents. 
c. Problems of ventilation. 


AMMONIA. (Chapter XXI.) 


1. Laboratory preparation. 

2. Liquification. 

38. Refrigeration. 

4. Manufacture of artificial ice. 
5. Compounds and their uses. 


SULPHUR AND HYDROGEN SULPHIDE. (Chapter XXII.) 


1. Forms. 
2. Sulphides of metals. 
3. Hydrogen sulphide as a reagent. 


OXIDES AND OXACIDS OF SULPHUR. (Chapter XXIII.) 


1. Nomenclature. 
2. Manufacture of sulphuric acid. 


a. Laboratory method of preparation. 
b. Chemical reactions and equations. 
c. Commercial methods of preparation. 
d. Uses. 

e. Sulphates. 


OXIDING SUBSTANCES. (Chapter XXIV.) 


1. Ozone, hydrogen peroxide, chlorine. 
2. Bleaching and bleaching powder as a disinfectant. 
3. Energy and chemical action. = 


Nitric Acip. (Chapter XXV.) 


1. Preparation. 
a. Equations. 
b. Properties of nitric acid. 
2.° Nitrates. 
a. Fertilizers. 
b. Leguminous plants. 
c. Explosives. 
d. Nitrate beds. 
3. Oxides of nitrogen. 
a. Properties of each. 
4, Commercial methods for the fixation of atmospheric nitrogen. 


THE HALOGEN FAMILY. (Chapter XXVI.) 


1. Flourine, chlorine, bromine, iodine. 
2. Make a comparative study of this group. 
a. Properties. 
b. Methods of preparation. 
c. Chemical activity. 
d. Reactions and equations. 


PHOSPHORUS, ARSENIC, ANTIMONY, BISMUTH. (Chapter XXVII.) 


1. Phosphorus. 
a. Manufacture of matches. 
b. Phosphates. Fertilizers. 
ce. Form of phosphorus. 


Part V.—Elementary Science. 53 


PHOSPHORUS, ARSENIC, ANTIMONY, BISMUTH.—continued. 


2. Arsenic. 
a. Compounds. 
b. Poison. 


ec. Marsh test. 
3. Antimony and Bismuth. 
a. Properties. 
b. Alloys. 
c. Type metal. 


SILICON AND Boron. (Chapter XXVIII.) 


1. Sand. 
2. Kaolin. 
3. Glass. 
4. Borax. 
SODIUM AND PoTASSIUM. (Chapter XXIX.) 
1. Sodium. 


a. Sodium chloride. 
b. Sodium bicarbonate; baking powders. 
c. Chemistry of baking powders; reactions. 
d. Sodium carbonate. LeBlanc process. 
e. Chile saltpeter. 
2. Potassium. 
a. Compounds. 
b. Explosives. 
c. Saltpeter. 


REVIEW OF NONMETALLIC ELEMENTS. (Chapter XXX.) 
FATS, SOAPS, AND RELATED COMPOUNDS. (Chapter XXXI.) Optional. 
EXPLOSIVES AND PLASTICS. (Chapter XXXII.) Optional. 


CALCIUM. (Chapter XX XIII.) 


1. Compounds. 

2. Manufacture. . 

3. Uses. 

4, Hardness in water. 

5. Hard water in the laundry. 


MAGNESIUM AND ZINC. (Chapter XXXIV.) Chemistry as applied to 
commercial problems should be emphasized constantly. 


1. Magnesium. 
a. Preparation. Properties. 
b. Compounds. 
2. Zine. Occurrence. Metallurgy. Properties. 
a. Compounds. 
b. Uses in galvanized iron, paints, etc. 


ALUMINUM. (Chapter XXXV.) 


1. Occurrence. 
2. Manufacture. 
3. Properties. 
4. Commercial uses. 
a. Clay and pottery. 
b. Cement and concrete. 


ec. Dyeing. 
PLANTS, FUELS, Foops. (Chapter XXXVI.) 
i -Plants. 


a. Plant nutrition. 
b. Fertilizers. 


5A Course of Study for High Schools. 


PLANTS, FUELS, Foops. (Chapter XXX VI)—continued. 


2. Fuels. 
a. Wood. 
b. Coal. 
(1) Coal analysis. 
(2) Coal gas. 
(3) By-products. 
38. Foods. 


IRON, COBALT, NICKEL. (Chapter XXXVII.) 


1. Occurrence of iron. 

2 OTes: 

38. Blast furnace. Chemical reactions. 
4, Cast and pig iron. 

5. Steel. 

6. Bessemer process. 

7. Siemens-Martin process. 

8. Compounds; ferric, ferrous. 
9, Paints, blue prints, ink, ete. 
10. Nickel steel. 

11. German silver. 

12. Commercial uses of each. 


LEAD AND TIN. (Chapter XXXVIII.) 


1. Lead. 
a. Metallurgy. 
b. Compounds. -Oxides and carbonates. 
c. Uses. 
2.5 Lill 
a. Stannous and stannic compounds. 


COPPER AND MERCuRY. (Chapter XXXIX.)- 


Common ores. 
Metallurgy. 
Commercial uses. 
Compounds. 
Electrolysis. 
Compounds of mercury. 


GOLD, SILVER, PLATINUM. _ (Chapter XL.) 


1. Occurrence. 

2. Mining. 

3. Metallurgy. 

4. Mints. 

5. Uses of Platinum. 


MANGANESE, CHROMIUM, RADIUM. (Chapter XLI.) 


1. Manganous and manganic compounds. 
2. Chromates and dichromates. 
3. Pigments. 


RECOGNITION OF SUBSTANCES. (Chapter XLII.) 


REFERENCES. 


Bailey. Sanitary and Applied Chemistry. Macmillan. 
- Duncan. Chemistry of Commerce. Harper. 

McCoy. Introductory Lectures in General Chemistry. 

Smith. General Chemistry for Colleges. Century. 

Thorp. Outlines of Industrial Chemistry. Macmillan. 


Co oe ae 


_ 


Part V.—Elementary Science. 


5d 


LABORATORY WORK. 


Note.—It is not intended that all of the experiments listed below shall 
- be performed by all members of the class. 


Sufficient latitude is allowed 


- the instructor to make such selections as local conditions and the sex of 


‘his pupils may require. 


in the hands of each pupil. 


outline: 


Son: eubkadee’ oes 


Substances and properties. 
Capacities of vessels. 


. Weighing and density. 


Changes in metals heated in air. 


. Mixtures and compounds. 


Oxygen. 

Glass working. 

Oxygen; preparation and 
properties. 

Hydrogen. 


. Hydrogen; preparation and 


properties. 


. Water. 
. Hydrates. 
. Measurements of water of 


hydration. 
15, 16, and 17. Optional. 
Solvents and solubility. 
Solvents and temperatures; 
solutions. 


. Hydrogen chlorides; prepar- 


ation and properties. 
Chlorine; preparation and 
properties. 
Sodium hydroxide. 


. Properties of acids; ionization. 


and 25. 

Salts. 

Incomplete reactions. 

Graphite. 

Carbon dioxide by oxidation. 

Carbon dioxide; preparation 
and properties. 

Carbon monoxide. 


Optional 


Hydrocarbons. 


Flame. 
Starch and sugar. 
Fermentation. 


. Acetic acid. 
. Percentage of oxygen in air. 


Carbon dioxide in the air and 
in the breath. 

Ammonia. 

Hydroxides and salts of am- 
monium. 

Forms of sulphur. 

Sulphides of metals. 


Hydrogen sulphide. 


Sulphur dioxide. 
Sulphurous acid. 


46. 
AT. 
48. 
49, 
50. 
51. 
52. 
53. 
54, 
55. 


56. 


It is advisable that the Laboratory Outline be 


Figures refer to the numbers of the experiments in the laboratory 


Sulphuric acid. 

Recognition of substances. 

Hydrogen peroxide. 

Hypochlorous acid. 

Nitric acid. 

Nitric oxide. 

Nitrous oxide. 

Bromine. 

Iodine. 

Comparison of halogen com- 
pounds. 

Phosphine and phosphoric 
acid. 


. Arsenic trioxide. 


Borax bead tests. 

Sodium bicarbonate; acid 
salts; baking powder. 

Analysis of baking powders. 

Hydrolysis. * 

Potassium nitrate; prepar- 
ation. 

Recognition of substances. 

Esters; soap. 

Colloidal suspension. - ae 

How soap cleanses. ‘ 

Calcium oxide and hydroxide. . 

Hard water. 

Flame tests. 

Compounds of magnesium. 
(Optional.) 

Flame tests. 

Aluminum hydroxide; alum. 

Dyeing. 

Dyeing. 

Cobalt chloride tests. 

Destructive distillation of 
wood and coal. 

Wood charcoal and boneblack. 

Tests for food components. 

Food components in milk. 

Food components in flour. 

Reactions of iron; compounds. 

Compounds of lead: white 
lead. 

Separation of lead, mercury, 
and silver. 

Displacements of metals. 

Match tests. 

Magnesium and chromium. 


. Recognition of substances. 


56 Course of Study for High Schools. 


APPARATUS. 
FOR EACH PUPIL. 


sand bath, 10 cm. 

plain beakers, assorted. 

brass blowpipe, 20 cm. long. 

reagent bottles, 120 c.c. with g. s. 

Bunsen burner with rubber hose. 

wire candle holder. 

small collar and clamp. 

corks, assorted. 

ground glass cover, 10 x 10 cm. 

gas cylinder. 

graduated cylinder, 50 c.c. 

evaporating dish, No. 4. 

German flasks, 500, 250 and 
100 c.c. 

oxygen flask, 150 c.e. 

two-necked Woulff’s flask. 

pair of steel forceps. 

glass funnels, 8 cm. and 4 em. 

piece of asbestos gauze. 

box of safety matches. 


ee pe 


peak fenth ENS) feck Beek ph fet ek et peek OT fet et ee OT et 


; porcelain mortar and pestle. 
1 sheet of drying paper. 

25 cut filter papers. 

1 piece of litmus paper. 

1 pneumatic trough. 

1 ring stand and 2 rings. 

1 deflagrating spoon. 

2 rubber stoppers. 

1 wire test tube holder. 

1 iron tripod. 

1 calcium chloride tube. 

2 specimen tubes. 

2 test tubes. 

1 eight-inch test tube. - 

1 thistle tube. 

1 meter of glass tubing (39.37 ins.). 

6 centimeters of small rubber tub- 

ing. 
1 watch glass. 


12 
1 


3 


TO BE. CHECKED OUT TO THE PUPILS. 


A stock of the above. 
Burettes. 
Eudiometers, 100 c.c. 
Copper wire gauze. 
Weights. 


Platinum wire. 
Retorts, 250 c.c. 
Lead dishes. 
Magnifying glasses. 


FOR THE USE OF THE CLASS. 


Horn pan balances. 
Barometer. 
Thermometers. 
Cork borers. 


A Babcock milk tester. 
A good, light room in which to work. 
Good tables of proper height. 


CHEMICALS. 


Acetic acid, HC2H30s.. 
Alcohol, ethyl, CoH;0H. 
Alizarin. 
Aluminum, wire and powder, Al. 
Arsenic, As. 
Arsenic ‘trioxide, AsO. 
Alum, KA1(SOu)o. 
Ammonium carbonate, 
(NH4) 2COs. 
Ammonium chloride, NH4Cl. 
Ammonium hydroxide, NH4,0OH. 
Ammonium molybdate, 
(NH4)2Mo0Oq4. 
Ammonium nitrate, NH4NOs. 
Ammonium sulphate, (NH4)2SOq4. 
Ammonium sulphide, (NH4) 0S. 
Antimony, Sb. 
Antimony chloride, SbCls. 
Barium chloride, BaCle. 
Barium nitrate, Ba(NO3)>.. 
Barium sulphate, BaSO,. 
Bismuth, Bi. 
Bismuth chloride, BiCls. 
Bismuth nitrate, Bi(NOs)3:. 


Borax, Na2B4QO7. 

Bleaching powder, CaClz0. 

Cadmium sulphate, CdSQx,. 

Carbon disulphide, CSe. 

Calcium chloride, fused, CaCle. 

Calcium fluoride, CaFe. 

Carbon, charcoal and animal char- 
coal, C. 

Chloroform, CHCls. 

Cobaltous chloride, CoCle. 

Cobaltous nitrate, Co( NOs)». 

Copper, foil and turnings, Cu. 

Copper sulphate, CuSQ4. 

Copper oxide, powdered and wire 
form, CuO. 

Chromic chloride, CrCls. 

Chryosophenin. 

Cupric chloride, CuCle. 

Ether, (CoH;) 20. 

Ferric chloride, FeCls. 

Ferrous sulphate, FeSQxz. 

Ferrous sulphide, FeS. 

Glycerine, CsH;(OH)3. 

Gypsum, CaS0O4.2H20. 


£8 ee) 


Part V.—Elementary Science. 57 


Hydrochloric acid, HCl. 
Hydrogen peroxide, H2O:. 
Hydrogen sulphide, H2S. 
Iodine, I. 

Iron filings, Fe. 

Lead, Pb. 

Lead acetate, Pb(C2H302) 2. 
Lead nitrate, Pb(NOs).o. 
Lime, CaO. 

Litharge, PbO. 

Magnesium wire, Mg. 
Magnesium sulphate, MgS0O,. 
Manganese dioxide, MnOv. 
Marble chips, CaCOs. 
Mercury, Hg. 

Mercuric chloride, HgCle. 
Mercurous nitrate, HgNOsz. 
Mercuric nitrate, Hg (NOs) >:. 
Mercuric oxide, red, HgO. 
Methyl, orange. 

Nickelous nitrate, Ni( NOs) >. 
Nitric acid, HNOs. 

Oxalic acid, HeC204. 
Phenolphthalein. 

Phosphorus, red and yellow, P. 
Phopshoric acid, HzPQO4. 
Plaster of Paris, (CaSO4)2.H2O. 
Potassium bitartrate, KHC4H4O¢. 
Potassium bromide, KBr. 
Potassium chlorate, KC1O3. 
Potassium chromate, KeCrOx. 
Potassium chloride, KCl. 


Potassium perchlorate, KC104. 
Potassium permanganate, KMnO3. 
Potassium sulphate, K2SOq4. 
Potassium sulphocyanate, KSCN. 
Salt, common, NaCl. 

Silver foil, Ag. 

Silver nitrate, AgNOs. 

Soda, baking, NaHCOs. 
Sodium, Na. 

Sodium carbonate, NagCOsz. 
Sodium hydroxide, NaOH. 
Sodium nitrate, NaNOs. 
Sodium nitrite, NaNOnz. 
Sodium peroxide, NazQOo. 
Sodium sulphate, NazSOx,. 
Stannic chloride, SnCly. 
Stannous chloride, SnCloe. 
Strontium nitrate, Sr(NOs)>e. 
Sugar, cane, Cy2H220i1. 
Sugar, glucose, CgH 120.6. 
Sulphur, 8. 

Sulphuric acid, H2SO4. 
Tartaric acid, HeC4H4O¢. 
Tartar emetic, KSbOC4,H40O¢. 
Tin, Sn. 

Zinc, granulated, Zn. 

Zine, sulphate, ZnSO,. 
Water, distilled H20. 
Litmus; better, azolitmin. 
Colored goods. 

Baking powder. 

Milk. 


Potassium cyanide, KCN. Oil. 
Potassium dichromate, KeCr2Q7z. Glass. 
Potassium ferricyanide, KsFe(CN)«. Starch. 
Potassium ferrocyanide, KyFe(CN)¢. Foods. 
Potassium hydroxide, KOH. Aniline. 
Potassium iodide, KI. Formaldehyde. 
Potassium nitrate, KNOs. 

PHYSICS. 

(One unit.) 


Successful teaching of high-school physics will include three distinct 
lines of work: classroom discussions, lecture-table demonstrations, and 


laboratory work. 


1. Classroom discussion preceding or following the careful study of 
assigned topics in some standard text, or in various texts used as refer- 


ences. 


One of the factors standing in the way of a proper appreciation of the 
importance and interest of physics as a subject of study is a feeling that 
it deals with isolated facts and abstract principles having no relation to 
the life of the student. This feeling the instructor should seek to dispel 
by frequently calling to mind interesting and practical applications of ~ 
the principles of physics and by using as illustrations familiar objects 
and the experiences of the students themselves. 

To this end it will usually be found advisable, before there has been 
any serious study of the topic assigned, to introduce it by an informal 


58 Course of Study for High Schools. 


discussion and through questions designed to bring out such knowledge 
of the topic as the class already has. If, for example, the topic is specific 
gravity, the class should be questioned regarding their experiences with 
the floating and sinking of such familiar objects as their own bodies, 
chips, corks, logs, cream, ice, nails, stones, etc.. 

Following this introduction there should be careful study of the topic 
outside of class, using one or more books for reference. This study should 
be followed .by further classroom discussion, which should not resolve 
itself into a mere quiz period in which the instructor questions the 
students on the subject matter of the text or texts used outside of class. 
On the contrary, there should be real discussion, in which the students 
themselves take a large part, and the instructor should seek to create 
the atmosphere and the interest that will result in this kind of discussion. 


2. Lecture-table demonstrations. In connection with the classroom 
discussion, and with a view to enable the students the better to bring out 
and define the principles involved, there should often be lecture-table 
demonstrations. Every science recitation room should be equipped with 
a demonstration table such as is described later in the section headed 
Science Equipment. As stated by Prof. N. Henry Black in the preface 
to his laboratory manual, “In the early days of student laboratory work 
a very large fraction of the time devoted to physics was spent in the 
laboratory, but in recent years we have come to believe that most sub- 
jects can be presented in their qualitative aspects best by the teacher in 
clean-cut lecture-table demonstrations.” 

These demonstrations should create greater interest, contribute to a 
better understanding of the principles involved, and should show their 
practical applications. 


3. Laboratory work. To quote Professor Black again, “One reason 
why so much of our laboratory work in elementary physics is ineffective 
seems to be that the students get lost in the multitude of details and 
forget the point or purpose of the experiment.” One of the purposes of 
the demonstration work should be to give the student a comprehensive 
view of the purpose of the laboratory experiments which follow, and 
should therefore render him less dependent upon his notebook and his 
work less mechanical. . oo 

Working singly or in pairs, the students of the class should during the 
year perform thirty to forty experiments. 

Where a sufficient number of students are enrolled in physics to 
justify the formation of two classes, it is recommended that the boys 
be enrolled in one and the girls in another, and that the work of the 
girls be given a household application, so far as this is possible. Even 
where the class can not be divided, there seems to be no good reason why 
a part of the illustrations may not be drawn from the home experiences 
of the girls and the household application of the principles of physics 
be pointed out as well as their application in the industries, and the 
laboratory experiments performed by the girls be somewhat different 
from those required of the boys. Indeed, in some schools the labora- 
tory work is thus differentiated, the girls in their experiments in elec- 
‘tricity, for instance, testing the current consumption and the relative 
cost of various kinds of fans, irons, toasters, etc., while the boys with 
motors and machines appealing more to their own interests. 

The instructor should insist upon all laboratory work being done 
with care and with a serious purpose. Slipshod and slovenly work 
should not be tolerated, nor should the laboratory period become a play 
time. Notebooks should be kept, and in these the experiments should be 
written up with due regard to spelling, capitalization, punctuation and 
paragraphs. Each experiment should have a title, and immediately 
thereafter the purpose of the experiment should be stated clearly and 
concisely. There should then be a description of the way in which the 
experiment was carried out. Oftentimes this description will be made 


Part V.—Elementary Science. De 


~ 


clearer through a drawing or a diagram. In such cases the diagram 
should be made, but the practice of embellishing note books with care- 
fully elaborated drawings of tin cups, bunsen burners and other pieces 
of apparatus, where the drawings contribute little if anything to the 
understanding of the experiment, should be discouraged. 

The teacher should, however, insist upon careful, painstaking work, 
worthy of the students’ best effort. For -drawings the cross-section 
paper is recommended. Tabulations should be neatly made. Statements 
of reasoning, calculations and conclusions should be given in full. Con- 
clusions should refer directly to the expressed purpose of the experiment. 

The student should be led to see the practical value of the study of 
physics and the relation of the laboratory work to the practical things 
of life. If, for instance, the student before entering upon experiment 
IX—to find the specific gravity of a solid—understands that this experi- 
ment will show him one way to detect the difference between a gold ring 
and a gilded brass ring purporting to be gold, the experiment will lose 
some of the abstract character and take on a new meaning and interest 
for him. He should also be led to see that the laboratory is the place 
where frequently the answer may be found to some of the questions 
that have puzzled him: How do we know that a mile of railroad track 
will expand a certain number of inches in the summertime? How do 
we know that the bridge across the river will be so much longer in 
summer than in winter? How does any one know how to compute the 
weight and strength of the cable required to support a sand shovel that 
dips up sand in the middle of the river and drops it on the bank? 

So far as it is possible, the experiments of the laboratory should 
be made concrete problems. Particularly unsuitable are those experi- 
ments whose results are known in advance by the students themselves. 
Prof. C. R. Mann, of the University of Chicago, says: “The most fruwit- 
ful type of experiment is the one whose result is not known in advance. 
The attempt to determine physical constants whose values are known 
with far greater accuracy than it is possible to hope for in an elementary 
laboratory is, to say the least, discouraging. Thus, the theoretical me- 
chanical advantage of an inclined plane or of a set of pulleys is known in 
advance; but the actual efficiency of a given plane or pulley is not 
known, but depends on how the machines are handled. If the student 
is asked, ‘What is the greatest efficiency of this inclined plane? is it 
greater with large load or with small load?’ he will probably get far 
more real training than he will if asked to ‘verify the law of the in- 
clined plane.’ In the former case he has a problem to solve, and the 
solution depends upon what he is able to make the plane do; in the 
latter case he has to make his results tally with the theory.” 


TOPICS FOR STUDY. 


The following list of topics was: prepared by a committee of physics 
teachers of the North Central Association of Colleges and Secondary 
Schools. It contains the topics which all teachers agree are desirable for 
a first course in physics. A pupil who has learned these topics well has 
done a good year’s work in physics. It is, however, possible to increase 
the number of topics without leading to superficial work. 


Weight, center of gravity. 

Density. 

Parallelogram of forces. 

Atmospheric pressure; barometer. 

Boyle’s law. 

Pressure due to gravity in liquids with a free surface; varying 
depth, density, and shape of vessel. 

Buoyancy; Archimedes’ principle. 

Pascal’s law; hydraulic press. 


Se eRe ei eee maeent be 


30. 


Course of Study for High Schools. 


Work as force times distance, and its measurement in foot-pounds 
and gram-centimeters. 

Energy measured by work. 

Law of machines; work obtained not greater than work put in; 
efficiency. 

Inclined plane. 

Pulleys, wheel and axle. 

Measurement of moments by the product of force times arm; levers. 

Thermometers; Fahrenheit and centigrade scales. 

Heat quantity and its measurement in gram calories. 

Specific heat. 

Evaporation; heat of vaporization of water. 

Dew point; clouds and rain. 

Fusion and solidification; heat of fusion. 

Heat transference by conduction and convection. 

Heat transference by radiation. 

Qualitative description of the transfer of energy. by waves. 

Wave length and period of waves. 

Sound originates at a vibrating body and is transmitted by waves 
in air. 

Pitch and period of sound. 

Relation between the wave length of a tone and the length of a 
string or organ pipe. 

Resonance. 

Beats. 

Rectilinear propagation of light; pin-hole camera. 

Reflection and its laws; image in a plane mirror. 

Refraction, and its use in lenses; the eye, the camera. 

Prisms and dispersion. 

Velocity of light. 

Magnetic attractions and repulsions. 

Field of force about a magnet. 

The earth a magnet; compass. 

Electricity by friction. 

Conductors and insulators. 

Simple galvanic cell. 

Electrolysis; definition of the ampere. 

Heating effects; resistance; definition of the ohm. 

Ohm’s law; definition of the volt. 

Magnetic field about a current; electromagnets. 

Electromagnetic induction. 

Simple alternating-current dynamo of one loop. 

Electromagnetic induction by breaking a circuit; primary and sec- 

ondary. 

Conservation of energy. 


THE LABORATORY WORK. 


The following is a list of laboratory experiments recommended. 


From thirty to thirty-five of these experiments should be worked’ out 
during the year. 


Le 


MEASUREMENTS. 

To find how accurately measurements can be made with an or- 
dinary meter stick. (Black’s Laboratory Manual, Experiment 1.) 
DENSITY OF A SOLID. 

To find the weight of a unit volume (cu. in. or cu. ecm.) of a 
regular solid. 

Measure a block of wood, an aluminum cylinder, a steel sphere, 
or any geometric solid. If the sphere or cylinder is used; it may be 


Part V.—Elementary Science. 61 


necessary to give directions for measuring the volume; if cubical 
blocks are used, no directions should be necessary. 


Apparatus: A ruler or meter stick, a spring balance, or balance 
and weights. 


STRAIGHT LEVER. 


How must the weights on a lever be arranged in order to balance? 
(Black’s Manual, Experiment 3.) 

Instead of a set of weights use stones, or anything, and weigh 
them on the beam balance.’ Results thus obtained will be more con- 
clusive to the students than results obtained with a set of weights. 

The more carefully these measurements are made the more 
likely the student is to find discrepancies in his results, due to the 
unavoidable inaccuracies of measurement—inaccuracies found in 
Experiment 1. 


WEIGHT OF A LEVER AND ITS CENTER OF GRAVITY. 


Where may the weight of a lever be considered to act? (Black’s 
Manual, Experiment 4.) 


INCLINED PLANE. 


Apparatus: Smooth board; support for one end; Hall’s car 
loaded with anything heavy; spring balance; meter stick. 

(a) To measure the work required to draw a load up the incline. 

(b) To find the work required to lift the load vertically from the 
bottom of the incline to the level of the top, and to compare this 
with the work required to draw it up the incline. 

On account of friction, the work up the incline is a little greater. 
Your spring balances may not be accurate or sensitive enough to 
show this clearly. In that case omit (c). 

(c) If there were no friction, how would the work required to 
draw a load up an incline compare with the work required to lift it 
vertically the same height? 

The pull up the incline is a little more than it would be if there 
were no friction. But if the car is allowed slowly to roll down the 
incline, the pull required to hold it back is a little less than it would 
be if there were no friction. The average of these two is what the 
pull would be without friction. 


EFFICIENCY OF A COMMERCIAL BLOCK AND TACKLE. 


What fraction of the work put into a commercial block and tackle 
is gotten out? (Black’s Manual, Experiment 8.) 


SLIDING FRICTION. 


(a) How does starting friction compare with sliding friction? 
(b) How does friction vary with the pressure? 


Apparatus: Smooth board; block of wood; spring balance; 
weights. (Black’s Manual, Experiment 7.) 


PRINCIPLE OF ARCHIMEDES. 


Apparatus: Spring balance, or balance and weights; jar of 
water; an aluminum cylinder or other geometric solid heavier than 
water; stone or other irregular solid; thread. 


(a) To compare the lifting effect of water on a submerged body 
with the weight of a volume of water equal to the volume of the body. 

Measure the solid; compute its volume in c.c.; state the weight 
of an equal volume of water.. To get the lifting effect weigh the 
body first in the air, and then suspend under water. The difference 
is the lifting effect, or buoyancy of water. 

(b) To find the volume of an irregular solid heavier than water. 
Weigh in air, weigh in water, then compute the volume. 


62 


9. 


10. 


i 


12. 


Course of Study for High Schools. 


SPECIFIC GRAVITY OF A SOLID. 


To find how many times as heavy as an equal volume of water a 
given solid is. 

Specific gravity is the final test for distinguishing between simi- 
lar-looking substances, such as gold and brass. Pure gold is a little 
more than 19 times as heavy as water, while brass is only 8.4 times as 
heavy. Solid gold jewelry is all the better for not being pure gold, 
and should be from 11 to 15 times as heavy as water. Pure aluminum 
has a specific gravity of 2.65. A higher specific gravity indicates 
mixture with heavier metals. Flint glass is from 3 to 3.5 times as 
heavy as water; ordinary glass is a little over 2.5 times as heavy as 
water. If you have a fiint-glass prism, test it. (Black’s Manual, 
Experiment 10.) 


SPECIFIC GRAVITY OF A LIQUID. 

To find how many times as heavy as water a given liquid is. 

The specific gravity of a liquid is sometimes used to tell what the 
liquid is, but more often it is a test of its strength or purity. Com- 
mon alcohol has a specific gravity of .83, while if absolutely pure it 
is a little less than .81. Strong sulphuric acid (dangerous to handle) 
has a specific gravity of 1.84, while the dilute acid for laboratory use 
should be about 1.05. (Black’s Manual, Experiment 12.) 


GAS PRESSURE. 

To measure gas pressure; that is, to find how many pounds per 
square inch the gas pressure exceeds the air pressure. 

Apparatus: Manometer. (See figure 93 on page 92 of Black and 
Davis.) The long arm should be 30 inches and the short arm 15. 
Support, rubber tubing, meter stick. 

Fill the manometer with water and attach short end to the gas 
jet and turn on the gas. The difference in level of the water in the 
two arms of the manometer is the measure of the gas pressure. 
Measure from the table to the top of the water in each arm. Take 
the difference of the two measurements. 

To get the pressure in pounds per square inch, renieniene that 
water pressure is a pound per square inch for every 27.6 inches dif- 
ference in level in the two tubes. 


BOYLE’s LAw. 
To find how the volume of a given quantity of air varies with the 
pressure. (Black’s Manual, Experiment 13.) 


Apparatus: Boyle’s law tubes. (One set of apparatus for the 
entire class.) 


WEIGHT OF AIR. 

To find the weight of a cubic foot of air. (Black’s Manual, Ex- 
periment 14.) 

One set of apparatus for the entire class. 

Instead of the directions in the manual, the following will be 
found somewhat simpler: Attach the large flask to the air pump 
(without the mercury gauge) with a rubber tubing provided with 
a screw clamp to close it when desired. Carefully weigh the bottle 
with the connection and clamp before attaching. Wet all connections 
with a strong soap solution to prevent leaks. Exhaust the air, clamp 
the tubing tight, disconnect the air pump, and weigh again. This 
weight subtracted from the preceding one will give the weight of air 
removed. Next, invert the flask in water and unclamp, allowing the 
removed air to be replaced by water. Weigh the flask and water. 
The difference between this weight and the first is the weight of a 
volume of water equal to the volume of air removed from the flask. 


Part V.—Elementary Science. 63 


The following proportion will give the weight of a cubic foot of air: 
wt. of acu. ft. of air wt. of cu. ft. of water 


wt. of air removed > wt. of water in the flask 


14, RESOLUTION OF FORCES. 


15. 


16. 


ATi 


18. 


19. 


20. 


If a weight is supported by two non-parallel ropes, to develop a 
rule for finding the pull on each rope. In numberless cases we have 
a weight thus supported, a person in a hammock, an electrician work- 
ing on a cable between posts, an electric light suspended in the middle 
of the street. 


Apparatus: A heavy weight, two spring balances, two supports, 
cord, protractor. 

Suspend the weight as shown in figure 113, page 106 of Black and 
Davis. Measure the angles WOX, YOX, and WOY and draw in the 
notebook lines representing the three cords OX, OY, and OW. To be 
sure there is no mistake, hold the paper against the apparatus and 
see if the lines correspond exactly with the threads. 


Read: The weight W. . 
The pull on balance A. 
The pull on balance B. 


Lay off the lines OW, OX, and OY to represent the three pulls, 
letting an inch or a centimeter represent any convenient amount of 
force. Mark the ends-of the lines with a dot and call these dots 
R, Y, and Z, respectively. Extend OW upward to R, making OR 
equal to OW. Through R draw a line parallel to OY and notice that 
it goes through (or nearly so) the point X. Likewise draw a line 
through R parallel to OX and notice that it goes through the point Y. 
Change the apparatus so as to make the angles different and 
repeat the experiment. Notice that the same rule holds as before. 


BENDING OF Robs. 


(a) To find how the bending: of a rod varies under different loads. 

(6) To find how, with the same load, the bending of a rod is af- 
fected by shortening the rod to half its original length. (Black’s 
Manual, Experiment 19.) 


BREAKING STRENGTH OF WIRE. 


To find the force required to break a brass wire, a steel wire, 
or a copper wire. (Black’s Manual, Experiment 18.) 


FIxED POINTS ON A THERMOMETER. 


(a) To test the fixed points of a thermometer; that is, the freez- 
ing point and the boiling point. 

(6) To find how much the boiling point of. water is affected by 
a change of one centimeter in the barometric pressure. (Black’s 
Manual, Experiment 21.) On account of the altitude, the boiling 
point in Kansas varies from 99° C. in the eastern part to 96° C. 
in the extreme western part of the state. 


RATE OF EXPANSION OF A SOLID. 

To find what fraction of its length a metal rod expands for each 
degree it is heated. (Black’s Manual, Experiment 22.) 
RATE OF EXPANSION OF AIR. | 

To find what fraction of its volume (taken at the freezing tem- 
perature) air will expand for each degree it is heated, pressure 
remaining constant. (Black’s Manual, Experiment 23.) 
MEASUREMENT OF HEAT. 


Much trouble is experienced by students in the experiments in 
calorimetry, due to the fact that they are not accustomed to think 


64 


oT, 


22. 


25. 


24. 


25. 


Course of Study for High Schools. 


in terms of heat units—calories, or B. t. u.’s.. It is important that 
they become familiar with these BRIS, and for that purpose this 
exercise is included. 

(a) Place a cup containing a knceai weight of water over a low 
flame for five or ten minutes. Having measured the initial tempera- 
ture, measure the final temperature and compute the number of 
calories the water receives per minute. 

(b) Put a cup of water in a cool place and compute the number 
of calories it loses per minute. 

(c) Pour a known quantity of warm water into a known quantity 
of cold water and find the number of calories gained by the cold 
water and the number lost by the warm. 


SPECIFIC HEAT OF A METAL. 


To find how many calories each gram of iron gives off for each 
degree centigrade it cools. (Black’s Manual, Experiment 24.) 

The iron ball used in this experiment can best be heated by boil- 
ing it for several minutes in a cup of water. For the temperature 
of the ball take the temperature of the boiling water. 


LATENT HEAT OF MELTING ICE. 


To find how many calories each gram of ice at 0°C. must re- 
ceive to change it to water at 0° C. (Black’s Manual, Experiment 
26.) 


CooLING THROUGH THE MELTING POINT. 
(a) To show that the freezing of water produces heat. 


Apparatus: Test tube; clamp and stand for holding test tube; 
tumbler; snow or shaved ice; salt; thermometer. 

Fill the tumbler with a freezing mixture. Fill the test tube with 
pure water, insert the thermometer, and clamp in such a position 
that about one-third of the test tube is in the freezing mixture. 
Watch the thermometer, and if the apparatus is not jarred the mer- 
cury will go several degrees below the freezing temperature. Then 
as the water begins to freeze the mercury will suddenly rise to 0° C. 

(b) To show that the solidifying of any liquid produces heat. 
(Black’s Manual, Experiment 25.) 


LATENT HEAT OF STEAM. 

To find how many calories of heat are liberated when one gram 
of steam at 100° C condenses into water at 100° C. (Black’s Manual, 
Experiment 27.) 

One boiler to supply steam is sufficient, but each laboratory group 
of students should have its own calorimeter and make its own cal- 
culations. 

STUDY OF MAGNETISM. 

Apparatus: Bar magnet; two small magnets made of pieces of 
watch spring, knitting needles, or of steel nails; soft iron; silk 
thread; iron filings. 

(a) When do magnetic poles attract and when repel? 

(b) Is a piece of soft iron magnetized while in contact with the 
pole of a strong magnet? If so, which end of the iron has a pole like 
the magnetic pole touching it? Does the iron retain the magnetism? 

(c) Answer the same questions for a piece of steel watch spring 
or knitting needle. 

(d) What is the effect of bringing the pole of a small magnet 
into contact with the like pole of a larger one? Is the magnetism 
reversed or destroyed? 

(e) What happens when you break a magnet? Does this indicate 
that the magnetism extends through the steel. 

(f) Can we define magnetic pole as the point in the steel from 

which the magnetic lines of force come? 


Part V.—Elementary Science. 65 


~ 26. LINES OF MAGNETIC FORCE. 


To trace the lines of force about a bar magnet. (Black’s Manual, 
Experiment 28.) 

It is an advantage also to study the magnetic field by the use of 
iron filings as described’ in Millikan & Gale’s Laboratory Manual, 
Experiment 25. 


27. THE BEGINNINGS OF ELECTRICITY. 


Apparatus: Two sticks of sealing wax; woolen cloth; silk cloth; 
wire stirrup; silk thread; support; two glass rods; piece of hard 
rubber; ruler. 

: If a stick of sealing wax is rubbed with a woolen cloth it will pick 
up bits of paper, bits of pith from a corn stalk, or other light objects. 

(a) To find whether the sealing wax also attracts other bodies 
too heavy for it to pick up. 

Make a wire stirrup like that shown on page 250 of Black and 
Davis. Balance a wooden rod in this stirrup and see whether the 
charged wax will attract one end of the rod. Likewise try a glass 
rod, a brass rod, an iron rod, a roll of paper, a stick of sealing wax 
that has not been rubbed, or anything else at hand. Will a magnet 
attract these objects? 

(6b) Warm a glass rod over a flame and rub it with silk. Will it 
behave as the sealing wax did? 

(c) Will a charged sealing wax attract another charged sealing 
wax? Will a charged glass rod attract another charged glass rod? 
Will a charged sealing wax attract a charged glass rod, and vice 
versa? 

(d) Rub a piece of hard rubber with wool and see whether or not 
it becomes charged with electricity. Does it attract charged sealing 
wax or charged glass? If there are two kinds of electricity, is that 
in the hard rubber like that in the sealing wax or glass? Rub a 
varnished piece of wood (a centimeter ruler) with wool and see which 
kind of electricity it acquires. 

It is often necessary to remove the electric charge from the seal- 
ing wax or glass. This may be done by rubbing it thoroughly with 
the hand, or by passing it through a flame. 


28. Sratic ELECTRICAL EFFECTS. 
(Millikan and Gale Laboratory Course, Experiment 27.) 


ZU eNOUTAIC CELL. 


To show how chemical energy can be converted into electrical 
energy. (Black’s Manual, Experiment 29.) 

If possible, the instructor should first perform for the class the 
experiment given on page 264 of Black and Davis, using as many " 
dry cells as he can get, and putting a thin piece of paper between the 
two discs for insulation. This shows that before a cell is connected 
up the carbon has a positive charge and the zine a negative one. 
These should flow together when the cell is connected up by a con- 
ducting wire. That something is taking place in the wire and that 
the battery keeps up the supply, making the flow continuous, may be 
shown by passing the wire north and south over a magnetic compass 
or by inserting a short piece of very fine wire in the circuit to show 
the heating effect, or by touching the two ends of the wire to the 
tongue. 


30. ELECTROMOTIVE FORCE. 


(a) To find how the strength of a cell depends upon the size of 
the plates and their distance apart. 

(b) To find how the strength of a battery is affected by the use of 
different substances for plates. 


Dee Ese Parco 


66 Course of Study for High Schools. 


(c) To find whether or not the strength of a battery depends 
upon the kind of liquid used. 

(d) To find whether or not two cells are stronger when con- 
nected in parallel or in series. (Black's Manual, Experiment 31.) 


31. MAGNETIC PROPERTIES OF COILS CARRYING CURRENTS. 


(Millikan and Gale, Laboratory Course, Experiment 30; Black’s 
Manual, Experiment 30, Ce TI.) 


32. OHM’S LAw. 


(Millikan and Gale, Experiment 32.; Black’s Manual, Experi- 
ments 32 or 33.) 5 


33. MEASUREMENT OF RESISTANCE BY WHEATSTONE BRIDGE. 


To measure resistance. (Black’s Manual, Experiment 34.) In- 
stead of a known resistance, use a suitable length of No. 30 German- 
silver wire, every six inches of which gives one ohm of resistance. 


34. INTERNAL RESISTANCE OF A BATTERY. 
(Black’s Manual, Experiment 35.) 


35. INDUCED CURRENTS. 


(a) To induce a current by means of a magnet. (Principle of 
the generator.) 

(b) To induce a current by means of another current. (Principle 
of the transformer and of the induction coil.) Black’s Manual, Ex- 
periment 37.) . 


36. FREQUENCY OF A TUNING FORK. 


To find how many vibrations a tuning fork makes in one second. 
(Black’s Manual, Experiment 40.). 


37. WAVE-LENGTH OF SOUND. 


(a) To measure the wave-length of sound waves of a given pitch. 
(b) To compute the velocity of sound waves. (Black’s Manual, 
Experiment 41.; or Millikan and Gale, Experiment 40.) 


38. IMAGE IN A PLANE eee 


(a) To find how far the picture of a distant object is from the 
of incidence. 

(b) To find how the image in the mirror compares with the object 
in respect to size, distance from the mirror and form. (Black’s 
Manual, Experiment 32; or Millikan and Gale, Experiment 42.) 


39. FocaL LENGTH AND CONJUGATE FOCI OF A CONVERGING LENS. 


(a) To find how far the picture of a distant object is from the 
lens. 

(b) To find the relation existing between the size of the object 
and the size of the picture when the object is near the lens. (Black’s 
Manual, Experiment 46, I and Experiment 47.) 


40. MAGNIFYING POWER OF A SIMPLE LENS. 


To find how many diameters a simple lens seems to magnify an 
object. Black’s Manual, Experiment 48.) 


MINIMUM LIST OF APPARATUS FOR PHYSICS. 


The following list contains the smallest amount of apparatus that 
should be provided for the teaching of physics. In making out the list 
the approximate cost has been given. It is impossible to give the exact 
cost, owing to the uncertain conditions of the market. References to 
catalogue M of the Central Scientific Company have been given, in order 
that the instructor may know the price of the apparatus referred to. 


ae 


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needed. 


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545 
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3816 
3965 
319 
727 
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651F 


3871 
771 
5027B 
4545 
4981 
5219 
1051 
4902 
5408B 


1586 
4625 


1561A 
129 
4728 
1589 
706 
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21 
5203 
4723 
4720 
5395 
1707 


1716 
1730 


1761 
6275 


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6236 
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2110E 


2110F 
2110A 


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2401 
1765 
2641 
2460A 
6107 
6110 
6110 

H3201 
6110 
2219 
3040 
3041 
1022 


3019 
3012 


Part V.—EKlementary Science. 


67 


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Pesta hCG we ie Varo tele cals sic este os aes hOB EN. mn ey Alaa Te eel 25 
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ERTS TCH ais chs be beat al hich Se une SRE 2 SS RE SUS Pe ce 1.40 
po LK Ol ere aed eee NT Oy oe eane a tes Oe Se gS Urea aia ees ren lab 
LT Gatee te LI CUE R tS. te cee ke Ser Me SPARSE, copie: setctend ieee el wie 25 
SOL Lona wine JON (Petv ar reard WAL) 1 crore. 2% i tel diets 0 lds s .50 
Broken watch and clack springs (get of local jeweler)...... ei 
COMI ASC EL OMIT IT een einer wes Mente Mere the tes bhaters tatorouerl 25D 
ELLEN MAV URGED ences ahs chen CRS Cina t's tet hs eet conv eas atc ote st lehon ac ioe 
WVOOlLet eClOtli ae Ob Divs: Ow Liley eect ene, ae hy ares ey cuties ve “ol tole a beatae ahetie Seeks 
Silk cloth, 6 by 6 in. (sewed to a cotton or woolen cloth the 
AIT OM GIZE) Pee eee As Eee ny a ee a eta eee nae cere a AG 3 
BPILENIMOVEL ttlaSk el OF OZeews ti oclsees & aarti ens deem eceteekenetiaer ace e .90 
Rubber stoppers, one hole, to fit the Hen iey ce flasks... .ye. -50 
SKGOLL alee ae <I) paces setae teeta his’ Amato te Guar cae a ee estes be oie Oe .80 
Foul ots aluinininns leat oti oe ak as We eae. sLL 
Student’s demonstration battery. hs Ot «BAO PARA eR See eRe ch ae Leto 
Carbon enCilys veins sis Morciome ee esd ee etoae Deemed lee Se hy el oge 25 
Ag Gkselenvert ones 1 RecN as WAR eee Meer, ale 6 Aa ais ectar ate te. 25 
ORL Sa CUUD Be sreke otras ee en ARR aa PERG AD Star Lect es: wo5 
SOUL LEU ICME CLOe Race hls) SeaeG tect SRO eS ate Mme er BATS Rr No tetas oh-ct'es arskel w Xe 25 
Gop per wai Batee sd Se Ty ers tirey cetera td 2 tee he 8 Sate =30 
TAN COSHIUPNALC. Lecsescd hie cis) Hata me emma te ve iiige aah a SURE eS ER aeay'e, & wk 
ATTIIMONITMIMG CHIOTICG. iat een Merten Crd neice, Lele! «cue t iene eo ce ma dd 
DOATSONVale MalVANOMOLCTHm een ine aL yard ec thos Ghat, ce. sth Gh aes Pee 
Galyanometer sLANIO. cs tetine Sewer ous Cuato tas pendiclele abevs ovslseete 6.25 
CITA TIA RIMES: Seah ate “a ve yah Ya, CG RTE he ieee MA Le oP a ohn. 8 3a Ie wo (25 
ee ea tes et ae fhe nS TR eae eReaar ee teeter Nant Pe Siely, atplal satel 8 le ye eo 
(PrapassaeleQiennel cs.” Ak Saree ier tera << take, "& Coe inkee Eaier Be ee Se Se ee 3.30 
pesistance:..cOls = 1 00.00 nissan ates tachabs is teresa ott ess sp gun « 3.00 
Monner wire, NO. 24.- COMOM=COVEL AM s 52: ele od a ope iei's-craye ee “86 
Tovar ~ Silvers Wily. NOsksOmrOALOL a. cre. Sebee Sis sleiebess ss << ere 5X0, 
German silver wire, No. 30; cotton covered.:............. 1.00 
NVTGHTSTOMOU DIOS Ors... salts wa dee rayitt eet cee: akties witht e. Anais, 05 2.00 
German silver wire, No. 36; cotton covered............... 1.00 
Corns (OTeniNauctlous dso ee teee ete ek hus es es eibepalecdsceehe vets Be OO 
PLE ISLE CER lone she ate ede Reee OVER ADD tev ite eid dev) Myla Se Bb oda ane oe 3 3.60 
DOR EN EERE LOT edi coo ok a hgh cee Be EA Sa Arie oe ESS wp Nepiet gd SES o,f lala = gn 1/35 
Large glass tube, 110 by 4 cm., ends annealed, with rubber 
BOD DODANE EE aeRO sc casted CRMC ER SRUme Ub eter tye eh edaereler aa" ghia 's 135 
a et tOe ee 51> PADD OUIOES ais. tiie oe) Fs Seep ae a Pe aN woe .70 
NUNS OLR PO DON W LOGAULROTIS Ss mokcets sg, eDale ce Aya a) sowed 2 aang G's 6 Leo 


68 Course of Study for High Schools. 


Number Oatalogue Approximate 

needed. No. Description. cost. 
S 3280 Lens, 1% in.; 4 in. focal length..... Tet aera ado fede $0.55 
5 3281 Lens, 146 (in); -4>1nt focal jlength)..2 6. wie See «ee ee 5D 
is aaDo Screen: support, (200 6 oo BS a ie ee .40 
5 3352 Lens BUpport icc tis Beg lee stot eee eros Oe et ee 08 
5 3354B > “Sereen,: of “wité* gauze 1... visa ee et .50 
5 Soo Support blocks, for meter stick..... Sa eee acta te Oeste .65 


ae Electric lamp, gas lamp, or candles 
3201 Plane mirror 
Pe Linen testers 


0/0 0 re, 0) Oo eet) 9 0 0,6 © 6 *Qcete © waene 


Oro 


For general class demonstration at least the following: 


1 4926 Thistle :- tube: +s eS Oe he ae vO 
1 L807 2 Ade) PUMP & yo. cata a, Aye desl ates wore! ces eRe ees ee 3.60 
2 . 1509 Air, thermometer, o.\5.2s ts Saas saa ee, ee oe eee 35 
2 4901 Ai: Plask, WO OZ se ee ene ad ole eo ie oe -40 
1 1797 Electrophor WS paki atelre js 10h tamans ns YG Seraph Seeecie “SRE Oe ann ae ae ae arene 21.25 
1 1818 Wimshurst static machine (or Toepler- Hole machine); {ta. eo 
L ON Mlectric: PbS LP MW sae eRe oo ata any ode ee -50 
i 2336 Telegraphikey. bs. 24 peta see Tiaras be elec cca ent ae ee .70 
1 2339 Telegraph sounder ........ taews Ave ah lialas) a Sean: ae 2.. 15) 
1 2250 St.Louis: motors sO ea bis ee ae 0 ee ee ee 2.25 
1 2250A *Wilectro-magnet attachment <7.....6 nh eee tae tel eee Ut) ORYSE iO. 
ol 3052 Sonlonpeter * 69% 8 apse tale pee SR ee ee ne eee 4.45 
1 3236 Glass "prism, width: offace 20in-. i). 65 es ee ea ee 1265 
Age gare) Mereury ir cnet ease Sichet oR at, © ths sens eee oe 
2 02 Glass’ tubing? 36> itese tld Os fee ee oe ee S10 


SCIENCE EQUIPMENT. 


The science recitation room should be seated with single seats or tablet- 
arm chairs. Where the same room must be used as both laboratory and 
recitation room, it is advisable to have part of the room seated as above 
described. 

For purposes of demonstration there should be a demonstration desk 
or lecture table. This should be approximately 3 feet wide, 5 feet long, 
and 36 to 40 inches in height.. It should be equipped with a small sink 
and provided with water, gas and electric connections. 

The laboratory should be equipped with regulation laboratory tables. 
These should be approximately 3 feet in width, from 6 to 8 feet in 
length, and 30 to 32 inches in height. The tops should be made of 2-inch 
material and should project at least 3 inches. They should be painted 
flat black. The legs should be made of four-by-fours. It is strongly 
recommended that laboratory tables be purchased from some _ school 
supply company rather than made by a local carpenter. Although the 
cost may be somewhat greater, they are usually much better made. In 
addition to this the tops are treated to withstand the action of water and 
acids, and the tables consequently last much longer. 

The laboratory should also be provided with cases in which to keep 
apparatus and supplies under lock and key. Apparatus and chemicals 
should be kept in separate cases. These cases should be approximately 5 
feet in width, 6 or 6% feet in height and 18 inches from the front to back. 
They should have adjustable shelves and glass doors and should lock with 
a flat key. Hundreds of dollars worth of apparatus is wasted in Kansas 
every year. Being improperly cared for, it is broken up or carried away. 

Laboratory furniture may be purchased from the following and other — 
companies. The four companies last named also handle apparatus and 
laboratory supplies: 


Kewaunee Manufacturing Company, Kewaunee, Wis. 

Grand Rapids School Equipment Company, Grand Rapids, Mich. 
Christiansen, Chicago, Ill. 

Leonard, Peterson & Co., Chicago, III. 

W. M. Welch Manufacturing Company, Chicago, IIl. 

Chicago Apparatus Company, Chicago, IIl. 

Central Scientific Company, Chicago, Ill. 

C. H. Stoelting & Co., Chicago, Ill. 


i 


STATE OF KANSAS 
DEPARTMENT OF EDUCATION 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


1917 


PART VI.—FOREIGN LANGUAGES 


KANSAS STATE PRINTING PLANT 
W. R. SMITH, STATE PRINTER 
TOPEKA. 1918 
7-244] 










we ye 


que 


ba \F-ere. of ef 


) 


2 yu 


Q 


39> 
\y Beh 
qq 


STATE BOARD OF EDUCATION. 


W.D. Ross, Chairman. 
State Superintendent of Public Instruction, Topeka. 


’ FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan. 


THos. W. BUTCHER, | 
President of the Kansas State Normal School, Emporia. 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
’ Superintendent of City Schools, Beloit. 


H. W. SHIDELER, 
Girard. 


L. D. WHITTEMORE, Secretary, 
Topeka. 


(3) 


GENERAL CONTENTS. 


PART sia eee SYNOPSIS. ; 

PART, |] eee ENGLISH. 

PARTS eo" See MATHEMATICS. 

PART TMi eta: HISTORY AND SOCIAL SCIENCE. 
PART EMES Si oe SCIENCE. 

PARTS V lien. ae ee FOREIGN LANGUAGES. 

PAR TAV Lie ee. NORMAL TRAINING. 

PART AV LiL ees COMMERCIAL SUBJECTS. 
PARTON sy yore te INDUSTRIAL SUBJECTS. 

PART OX ei Pe MUSIC AND ART. 


PAGE 
TOATIN 0 ncoi 5 oi OE re a ee eee a re 5 
FRENCH) AND (SPANISH (3 fo) 20 ee ee ale bla olde a 14 
FRENCH oe i ins WE eo eee Le ae at aae eel eee 16 
SPANISH | obo cece learn hae a won we aad oc aes rea noe ee Osta ne Lh 
GERMAN... ge oe ee eS eee 20 


Course of Study for High Schools. 


FOREIGN LANGUAGES. 
LATIN. 


(Two to four units.) 


There is every reason for encouragement and satisfaction on account 
of the growing: recognition of the value and importance of Latin as a 
high-school subject. The opinions expressed at the Princeton* Conference 
on Classical Studies in Liberal Education, June 2, 1917, should renew the 
teacher’s enthusiasm and increase his zeal; and this will inevitably react 
favorably upon the pupil’s interest and progress. 


OUTLINE OF COURSE IN LATIN. 


Two, three or four of the following units may be offered: 

1. The Beginner’s Book. 

2. Four Books of Cesar, or an equivalent, and Latin prose composi- 
tion. | 

8. Six orations of Cicero, or an equivalent, and Latin prose composi- 
tion. 

4. Six books of Vergil’s A‘neid, or an equivalent. 

A full year must be given to each of these units. No credit should be 
given in any year for less than one unit. If only three units are offered, 
they may be 1, 2 and 3, or 1, 2 and 4. No combination of Cicero and 
Vergil should be counted as one unit. 


THE BEGINNER’S BOOK. 


Beginning Latin is the most important and perhaps the most difficult 
of all the courses offered in the Latin work of the high school, since upon 
- it hinges the success or failure of succeeding years, even up to the work of 
the college; for it is here that the pupil acquires that elementary knowl- 
edge without which it is not possible to read the Latin classics understand- 
ingly, and it is here that the interest of the pupil in the language is either 
made or marred. Therefore, the best teacher at the command of any 
school should teach the beginning class, and no teacher who does not have 
an infinite amount of patience, an endless amount of energy, and unusual 
versatility should attempt the work. 
The all-important thing in the first year is that the pupil shall acquire 
is perfect knowledge of the forms of declension and conjugation. ) This 
means the ability not merely to repeat the paradigms correctly, éasily, 
and rapidly, but to recognize instantly and certainly each case and verb 
form when met in isolation. Vocabulary and syntax are important, too, 
but they can be learned in later years, while a pupil who gets through the 
first year without learning the forms has little prospect of ever learning 
them. And no pupil who has to stop and think out or look up the identity 
of the forms he meets in his reading can ever read easily. There is only 
one way to teach this command of forms, namely, drill—drill at the first 
occurrence of a paradigm, drill in the regular reviews, drill at unexpected 
times all through the year. The teacher who cannot stand the drudgery 


* Value of the Classics. Princeton University Press, Princeton, N. J. 


(5) 


6 Course of Study for High Schools. 


of drills ought not to teach hesinhines Latin. Analysis into stems and 
endings may help some pupils a little, but it cannot take the place of 
thorough drilling. Besides the frequent repetition of paradigms, there 
must be many exercises in the recognition of isolated forms, given either 
orally or on the board. No beginner’s book gives more of these exercises 
than are sufficient to serve as models. 

Pronouns are difficult and should be studied most carefully. They will 
never be hard for pupils again if they are mastered in the beginning. 
Copious examples, both English and Latin, are necessary. The agreement 
of pronouns and adjectives should receive constant attention. 

One cannot construe Latin without a knowledge of the principles 
which govern it. Therefore, constant and patient drill on construction is 
necessary, both from the Latin and the English sentence. Regular 
syntax drills on every English exercise presented, before the pupil at- 
tempts to translate it, pay better interest in knowledge of Latin con- 
struction than anything else. Drills in connection with the learning of 
new declensions, original sentences in the Latin, and English, too, are 
helpful in the learning of new constructions. However, the teacher 
should remember that grammar is a means rather than the end of in- 
struction in Latin; and the grammatical drill should not be made so bur- 
densome to the pupil as to destroy his interest in the language and litera- 
ture as such. 

The first principles of the subjunctive must be most tarefulle taught. 
An outline of the most simple uses should be carefully worked out by 
the help of the pupil. Subjunctives are not hard if understood well at 
each step. Freshmen can get a clear view of them even in the first year’s 
work. 

In the first year the pronunciation is fixed, and it is as easy to fix 
a right one as a wrong one. The Roman method is, of course, the only one 
possible at present. A perfectly accurate pronunciation requires that 
long vowels be given twice the time given to short vowels, whether ac- 
cented or not. This is contrary to English usage, and, for this reason, is 
so difficult that few teachers attempt it. But it is very easy to distinguish 
in quality between long and short vowels, especially as most preparatory 
books indicate the quantities; and there can be no possible excuse for per- 
mitting incorrect accent. Requiring pupils to mark the long vowels in all 
written work is helpful, but will have no effect if they hear and use an in- 
correct pronunciation. The teacher should spare no pains in perfecting . 
his own pronunciation; and he should always read to the class the Latin 
words in the next day’s lesson, and make sure that every pupil knows the 
correct pronunciation of every word before he commits it to memory. 


CAESAR. 


If the work of the first year has been done well, Cesar is not too 
difficult an author to follow the beginner’s book immediately. If Cesar 
is read intelligently, he is very far from being too dull and monotonous 
for a year’s work. Under these conditions, it is best to read, without 
substitution, four books of Cesar, or selections from the entire seven 
books equivalent in amount to the first four. Books V-VII are more in- 
teresting than books I-IV, and the teacher who is weary of I-IV may 
well omit portions of them especially 1, 30-55, and substitute portions 
of the later books, as V, 1-24; V, 24-52; VI, 11-28; VII, 66-90. But if 
the teacher desires to make a partial substitution of some other author, 
in place of one book of Cesar an equivalent amount of Viri Romz or 
Nepos may be used. Any of the second-year books offer an accra 
substitute for Cesar. 

At the end of the second year the pupil should have an accurate work- 
ing knowledge of all the common uses of the cases and modes. Therefore 
it is unavoidable that a drill on syntactical constructions should receive 
the chief attention during the reading of Cesar. But if Latin prose 
composition is properly emphasized, it will carry a large part of this 


Latin. ye 


burden, and will leave the class some time for getting at the contents of 
Cesar’s story. It is a great mistake to make nothing but a grammatical 
drill-book out of Cesar. 


CICERO. 


The six orations should include the four against Catiline, the one for 
the Manilian Law, and the one for the Poet Archias may be recommended 
as the sixth. If a partial substitution is desired, Sallust’s Catiline may 
be read instead of the Manilian Law and the sixth oration. This gives 
variety in the year’s work and makes the setting to the Catiline speeches 
more vivid. ais mary 

The syntactical drill cannot yet be subordinated, but it ought not to 
require so much time as during the second year. Pupils should make 
written abstracts of the speeches, so that they may get the contents of 
each as a whole; should be encouraged to read the Latin aloud with 
rhetorical emphasis; and should in every possible way be led to appreciate 
the fact that they are reading great speeches, not disconnected pages of 
Latin sentences. 

VERGIL. 


If the pupil has come up to the study of Vergil without a good work- 
‘ing knowledge of declension and conjugation forms and of case and mode 
uses, he is to be pitied. There ought to be too much to do to permit of 
much grammatical drill. Opinions may differ as to whether pupils find 
Cicero or Vergil the more difficult, although a comparison of scholarly 
editions will prove that editors at least find Vergil vastly the more 
difficult. While reading Cicero any teacher can find plenty of time for 
grammatical drill, but while reading Vergil he ought not to be able to do 
so; and yet in his third year of Latin a pupil must have grammatical 
drill. 

First and foremost, the pupil should get the content of the story. 
Fortunately few teachers fail to let their pupils do this in Vergil, how- 
ever they may teach Cesar and Cicero. Yet an occasional college stu- 
dent will say that he does not know whether or not he has read the story 
of A‘neas’s descent to the lower world. Secondly, the pupil must learn 
to read Vergil metrically. This does not mean that he should be taught 
painfully to divide the lines into feet, giving a reason for each step, and 
then be left to imagine that he has thus “scanned” Vergil. He should be 
taught to read the lines as smoothly and intelligently as so much English 
poetry; and this is no difficult feat. Only then will he feel that Vergil 
wrote poetry. It is not necessary to learn all the rules of quantity laid 
down in the grammars. If he has been taught to discriminate between 
long and short vowels in his usual pronunciation he will have no trouble at 
all. If not, Auxilia Vergiliana, a little pamphlet published by Ginn & Co., 
shows how a few rules, well used, will carry him through almost all lines; 
and an occasional reference to the vocabulary will clear up the rest. If 
the teacher is a convert in theory to the doctrines of Hale or Bennett, 
let him nevertheless begin by teaching the old-fashioned way with an 
ictus on the first syllable of each foot, and no word accent. Few pupils 
will make music of Vergil’s verse on any other plan. Thirdly, the pupils 
ought to learn a good deal of mythology—not theories about the origin 
and meanings of the gods, but the stories which form so integral a part 
of much of our English literature. In addition to these main topics, there 
are innumerable questions on matters literary and archeological which 
will occur to the teacher who knows the literature of his subject. Many 
of these will serve to interest and stimulate the pupil. 

If the pupil at the end of the year’s work does not have the highest 
respect and love for the A‘neid, and if he does not advise his fellow 
students to continue the study of Latin to this point, the aim of the 
course has not been realized and the method must be at fault. 


8 Course of Study for High Schools. 


LATIN PROSE COMPOSITION. 


Although the goal in the study of Latin is the ability to read rather 
than to write the language, yet accurate reading is impossible without 
a good command of vocabulary, form, and syntax; and this can be ac- 
quired by no other method so surely and quickly as by the writing of 
Latin. . 

The equivalent of one period a week should be given to composition 
throughout the second and third years. Individual experience must de- 
termine how this shall be divided. The most usual method, and perhaps 
the best, is to give it cone period a week. Sometimes it is scattered out, 
so that a little is done every day; but this is likely to make the work too 
scrappy and to lead to its neglect. A few teachers spend several weeks 
together on composition alone, usually at the end of the year, and justify 
the plan on the ground that it interests the pupils more. This is no doubt 
true. The dislike felt by most pupils for composition is largely or wholly 
due to the fact that they do so little of it that it never becomes easy. 
But it must be remembered that composition is practiced as an aid to 
reading, and this aid is lost unless the reading is carried on side by side 
with the writing. 

The exercise assigned should be the one based on the portion of the 
text just read by the class, even if some exercises have to be omitted. To 
let the writing lag far behind the reading defeats the purpose of the 
method. 

TRANSLATION. 


If translation is done well it is better training in English expression 
than can be obtained from original composition on the part of the pupil; 
for in original composition he can usually avoid expressing at all any idea 
which he can not express easily, while in translation he is forced to give 
expression to every idea of his author. There is therefore a sad waste of 
opportunity if the teacher allows himself to be satisfied with slipshod, 
slovenly translation. Yet the mistake is prevalent, for “translation Eng- 
lish” has become a synonym for a certain kind of language which is 
never heard outside of the classroom except for humorous effect. It con- 
sists in part merely of the overworking of some very good words and 
phrases. A modern general might sometimes urge or encourage his men; 
Cesar always “exhorted” his. We sometimes cannot do things; the 
ancients were always “unable” to do them. A worse feature of “trans- 
lation English” consists of so-called “literal translations” of Latin idioms. 
Some teachers even require such renderings, although monstrosities like 
“he said himself to be about to go” are not English at all, and therefore, 
are not translation. A good classroom translation must be good English, 
and should at the same time show the disposition made of each word of 
the original. If one quality must be sacrificed let it be the latter, and let 
the teacher satisfy himself by questions that the pupil! understands the 
Latin. But the pupil can not always make a good translation unaided, 
even if he understands the Latin. This is the best reason for invariably 
reading the review lessons. On the advance lesson he must be expected 
to stumble and must be helped. But on the next day he should be re- 
' quired to read through the lesson as smoothly and as perfectly as if he 
were reading so much English. 

Too. many teachers unconsciously have the habit of correcting trans- 
lation by interjecting words and remarks while the pupil reads. If the 
pupil has prepared what he considers a good translation, this practice 
_ both irritates and discourages him. If he has not, it encourages him to 
prepare his translation in a slipshod way, trusting to hints from the 
teacher to carry him through. In either case, neither the pupil who 
recites nor the rest of the class can fit the teacher’s suggestions into the 
pupil’s translation. The pupil should always be allowed to read through, 
without suggestion, the portion assigned him, whether a sentence or a 
paragraph. The teacher should then comment on his mistakes, and 
finally should translate the whole properly. 


Latin. 9 


SUBJECT MATTER. 


A very common and very unfortunate defect in teaching is a failure 
to make sure that the pupil gets a good understanding of the subject 
matter of the Latin authors. To take Cesar, for example. Many pupils, 
many teachers even, find him dull and monotonous. No person could 
ever hold this opinion if he knew just what Cesar did in each of his 
campaigns, and had taken the pains to study out his routes, his battle- 
fields, his methods, and his motives. But no history ever written would 
be interesting if read at the rate of a half a page a day and studied solely 
from the point of view of its syntax. The language of Cesar must be 
the main object of attention; but the pupil ought to know the story as 
he reads it, ought to appreciate the bearing of every new chapter on 
the whole, ought to trace out all the movements on the map. The failure 
to get such an understanding makes the author dull, makes it harder to 
secure an adequate translation of the passages assigned for the daily 
lessons, and leaves the pupil at the end of his year’s work with no com- 
prehension that he has been reading one of the world’s great classics. If 
the average teacher feels satisfied that his pupils are getting such a 
knowledge of the subject matter of the authors they are reading, he can 
easily test his results by an examination. At the end of any book 
of Cesar let him ask his class, without previous warning, to write 
out a narrative of the campaign. To judge by what most college stu- 
dents remember of the contents of the preparatory authors, he will be 
surprised at the answers, if he gets any. 

The surest and best method of giving pupils this knowledge of the 
subject matter is requiring them to write out in notebooks brief sum- 
maries of each day’s lesson, as a part of the next day’s work. This should 
be supplemented by brief discussions, and by questions during the daily 
recitations and in examinations. It goes without saying that the teacher 
himself must have a full comprehension of the subject matter; and this 
he certainly will not have unless he makes a practice of reading at a 
sitting a whole campaign of Cesar, a whole oration of Cicero, or a 
whole book of Vergil. He will be much helped, too, by reading one or 
more of the books which are mentioned later. 


SIGHT READING. 


Sight reading has its value, though it has been overestimated. It is 
not worth doing at the expense of other things; but if there are a few 
minutes to spare at the end of the recitation, they may be well employed 
by letting the class read on into the next day’s lesson without using either 
notes or vocabulary. This is better than taking Latin from some other 
source, because what is learned is fixed in the memory when the pupils 
read the passage again in preparation for the next day’s recitation, and 
because it insures the attention of the whole class. 

The teacher should not be misled by the importance given to trans- 
lation at sight in the report of the Commission on Entrance Require- 
ments. The Commission was dealing with examinations, not class 
practice. It did not wish a larger portion of the class period devoted to 
sight reading. It did wish the pupil to show that he had gained power 
by his study of Latin. The best method of preparing for such tests as 
the Commission intended is by thorough drill and hard work of the good 
old-fashioned kind. 


ADDITIONAL SUGGESTIONS. 


The following suggestions have been offered by several successful 
teachers of Latin in the high schools of Kansas: 


1. On account of the extraordinary difficulty in approaching any new 
branch of study, the teacher of Latin should remember that the student 
in the first-year class is only a beginner, and that, as such, he is likely 
to become bewildered by the unfamiliar matter to be learned and con- 


LOL ae Course of Study for High Schools. 


fused by the multitude and variety of details. Therefore the work should 
be made intelligible to the learner, so that he may comprehend the mean- 
ing of the daily task assigned; and the assignment of the lesson should 
be definite and clear, with all necessary explanations and directions. 


2.. The practical value in the study of Latin should be kept in view as 

an incentive to the effort required from the,pupil; for example— 
' a. The value of Latin as an aid to an understanding of the principles 
of the English language on account of similarity in grammar and vo- 
cabulary.—For the same reason the convenience of Latin as the first 
foreign language to be studied is apparent. 

b. The value of Latin in building up an English vocabulary, more 
than one-half of the words in the English language having a Latin origin. 

c: The value of the Latin literature as an original source of material 
for the study of the history and institutions of the Roman people, from 
whom so many ideas have been inherited by modern nations. 

d. The value of Latin in the cultivation of literary appreciation and 
skill, and its necessity for an understanding of classical references in 
English literature. 

e. The value of Latin as the source of a great number of scientific 
terms. 

f. The pedagogical value of Latin as a subject well organized for 
effective instruction and requiring sustained and concentrated mental 
effort. - 

The relation of Latin to practical life is presented effectively in a 
manual by Frances E. Sabin, 419 Sterling place, Madison, Wis., sold _ 
by the author at $1.55; postage, 12 cents. 


3. Methods of study. 

a. In the first year much drill on the vocabulary is necessary. From 
500 to 800 words, selected from those in most common use, should be 
absolutely learned during the first year, so that they may be instantly 
recognized in any inflected form at sight or hearing. The best results 
will follow if this work is done seriously and thoroughly from the be- 
ginning of the study, and it should be continued consistently throughout 
the high-school course. 

b. It is not possible to give too thorough drill on the inflections, in; 
cluding the declension of nouns, pronouns and adjectives, the conjuga- 
tion of verbs, and the comparison of adjectives and adverbs. Both oral 
and written recitations are necessary for this purpose, and the black- 
board should be used for drill. Reviews should be given as often as may 
be necessary. 

c. The common rules of syntax should be, learned and enforced by 
clear illustrations. Especially important in the first year are the rules 
for the agreement of adjectives with nouns, verbs with subjects, and 
pronouns with antecedents; the rules for the most common uses of the 
cases of nouns, and the exact distinctions between the tenses of verbs. 
Every construction introduced for study should be copiously illustrated 
and should be used by the pupil over and over until it is perfectly under- 
stood and indelibly impressed on the memory. 

d. Conjunctions and prepositions showing the relation between words 
and parts of the sentence should receive early and continuous attention. 
‘Thus the disadvantages of the disconnected exercises provided so gen- 
erally for study in the first year may be partially overcome. 

e. The best method is learning by doing. In the successful teaching 
of any language, particularly in the elementary stages, one of the most 
essential things is to permit or require the pupil himself to do the work 
assigned, both in the recitation and in the preparation of the lesson, 
when the necessary directions have been given. Although the pupil’s 
performance may be slow and uncertain at first, the surest way to ulti- 
mate success and independence is by repeated trial and practice. This 
includes reading in Latin, translation into English, writing and reciting 
declensions, conjugations, and synopses, composing in Latin, at first 


. Latin. Bl 


short sentences and later brief connected paragraphs, answering ques- 
tions on grammar and subject matter, making original investigations for 
individual reports, etc. 

f. The Latin should be studied not chiefly as grammar, but as lan- 
guage and literature. Connected reading matter rather than discon- 
nected sentences should be used as material for study. The readings 
from Cesar, Cicero and Vergil should be presented not solely in detached 
daily portions, but connectedly so that the context may help in interpret- 
ing the meaning. To accomplish this the teacher may read to the class 
selections of considerable length, or passages in succession may be as- 
signed in advance to individuals to be read in the class. 

In Vergil the poetic form should receive attention and the pupils may 
profitably commit choice passages, not too long, to memory; and certain 
selections, e. g., the famous similes, may be rendered into English in poetic 
form. 

The student, even in elementary classes, should continually be re- 
minded of the varied and interesting literary works for the enjoyment of 
which his elementary study is preparatory. No high-school pupil should 
be permitted to remain ignorant of the fact that there were great Roman 
writers besides Cesar, Cicero and Vergil. Selections from some of these 
may be read by the teacher from translations for the purpose of arousing 
interest. 

g. The use of notebooks should be habitual for recording the results of 
the study of word derivation and for supplementary matter in history, 
geography, mythology and literature. . 

h. Reviews should be frequent enough to keep all the previous acqui- 
sitions of the pupil ready at hand for immediate use. Partial knowledge 
instead of complete mastery is the most common cause of discouragement 
and failure. At the beginning of the second year, especially, time should 
be taken for a thorough and systematic review of the essentials covered in 
the first year, with an introduction to the study of the subjunctive mood. 

1. Reading in Latin, either aloud or silently, is an excellent way to 
get the thought as it is developed in the Latin sentence. The order of 
words in Latin, which at first seems unnatural and confusing, will with 
practice become an attraction and help rather than a hindrance in the 
understanding of the thought in its various relations. 

j. Intensive study of limited portions of the text, with carefully pre- 
pared written translation of the same, will serve to establish in the 
pupil’s mind standards of excellence without the discouragement result- 
ing from excessively long assignments. 


4. Supplementary work. In.addition to the ordinary reading, trans- 
lation, composition and questioning on grammar and subject matter, all 
the skill and ingenuity of the teacher will be needed in supplying appro- 
priate original or selected matter to supplement the textbook so that the 
work may be vitalized by an extension of the pupil’s interest and by 
practical applications of his study. Among the almost unlimited features 
available for supplementary work the following are suggested: 


First YEAR.—The memorizing of Latin songs and hymns, short poems 
and the Lord’s Prayer in Latin; a collection of common Latin quotations, 
mottoes and abbreviations; the correlation of English and Latin in the 
study of grammar, vocabulary, and the derivation of words; the pro- 
duction of a simple Latin play. ° 


SECOND YEAR.—Synopsis or outline of the portions of Cesar assigned 
for study; maps of the campaigns; Roman methods of warfare compared 
with methods of modern war; scientific terms derived from Latin, selected 
from each science studied in the high school; continuation of the study 
of derivative words; sight reading from suitable supplementary matter; 
the construction of model bridges, ships, etc.; the presentation of a 
simple Latin play, e. g., “Exitus Helvetiorum” (in Schlicher’s “Latin 
- Plays,” Ginn & Go.). : 


i Course of Study for High Schools. 


THIRD YEAR.—Study of Roman life and institutions in the time of 
Cicero; the geography and antiquities of Rome; a brief outline of Roman 
literature: sight reading of several easy Latin plays or stories; the pro- 
duction of a Latin play; a Roman banquet; the preparation of an exhibit 
showing the Latin element in modern life. 


FOURTH YEAR.—Synopsis of each book of Vergil as read; themes on 
topics suggested by the AYneid; readings from the Iliad and Odyssey; 
translation,.of) some of Vergil’s similes into English poetry; study of 
Greek and Roman mythology; brief study of Roman literature; exten- 
sion of the exhibit commenced in the third year, showing the use of 
Latin in the practical affairs of modern daily life. 


JOURNALS. 


Every teacher of Latin should be a member of the Classical Associa- 
tion of the Middle West and South. The membership fee of two dollars 
entitles the member to receive the Classical Journal, which is the official 
organ of the association, and Classical Philology, which is more technical, 
may be secured on the payment of forty cents in addition to the member- 
ship fee. The fee may be sent to Prof. Louis E. Lord, Oberlin College, 
Oberlin, Ohio, who is treasurer of the association. The Classical Weekly, 
the organ of the Classical Association of the Atlantic States, may be 
obtained by sending two dollars to Prof. Charles Knapp, Barnard College, 
New York City. 3 
BOOKS. 


The following list contains a few of the books which will be found most 
useful in the library of the high school or the teacher; the prices are 
quoted from the Publishers’ Trade List Annual: 


Cesar. 


Fowler. Julius Cesar. G. P. Putnam’s Sons. $1.50. Perhaps the best 
life of Cesar. 

Holmes. Cesar’s Conquest of Gaul. Macmillan Company. $6.50. The 
best discussion of the military and geographical problems of Cesar. 

Judson. Cesar’s Army. Ginn & Company. $1.00. 


Cicero. 


Boissier. Cicero and his Friends. G. P. Putnam’s Sons. $1.75. 
Forsyth. Life of Cicero. Charles Scribner’s Sons. $2.50. 


Vergil. 
Conington. Vergil. Macmillan Company. 3 vols., each $3.25. The best 
English edition. Volume II contains Aineid I-VI. 
Conington. Vergil’s Poems in Prose. Longmans, Green & Company. $2. 
Dryden. Translation of Vergil. Several editions. 
Glover. Studies in Vergil. Edward Arnold. $2.25. Most helpful and 


suggestive. 
Sellar. Vergil. Oxford Press. $2.25. The best literary criticism. 


Grammars. 


The teacher should have several of the grammars commonly re- 
ferred to. 
Lexicons. 


Harpers’ Latin Dictionary. American Book Company. $6.50. 
Lewis. Elementary Latin Dictionary. American Book Company. $2. 
White. English-Latin Dictionary. Ginn & Company. $1.50. 


Dictionaries of Antiquities. 


Harpers’ Dictionary of Classical Literature and Antiquities. American 
Book Company. $6.00 to $10.00. 


Latin. bes 


Seyffert. Dictionary of Classical Antiquities. Macmillan Company. 
$2.25. One or the other of these books is almost indispensable. 


Atlases. 


Ginn’s Classical Atlas. Ginn & Company. $1.25 to $2. 
Kiepert. Atlas Antiquus. Sanborn & Company. $2.50. 
Sanborn’s Classical Atlas. Sanborn & Company. $1 to $1.75. 


Wall Maps. 
Kiepert. Get price-list from Rand, McNally & Company. The best and 
most expensive. 
History. 
See Course of Study, Part IV. 
Histories of Literature. 


Cruttwell. History of Roman Literature. Charles Scribner’s Sons. $2.50. | 
Mackail. Latin Literature. Charles Scribner’s Sons. $1.25. This is’ 
itself a work of literature. 


Mythology. 


Gayley. Classic Myths in English Literature. Ginn & Company. $1.50. 
Guerber. Myths of Greece and Rome. American Book Company. $1.50. 


Miscellaneous. 


Bailey. The Scholars’ Companion; Exercises in the Orthography, Deri- 
vation and Classification of English Words. American Book Com- 
pany. 72 cents. A convenient manual for use in tracing the deriva- 
tion of English words from. Latin. 

Bennett and Bristol. The Teaching of Latin and Greek. Longmans, 
Green & Company. $1.50. 

Fowler. Social Life at Rome. Macmillan Company. 

Hale. Art of Reading Latin. Ginn & Company. 25 cents. 

Johnston. Private Life of the Romans. Scott, Foresman & Company. 


$1.50. - 
Johnston. Teaching of Second-year Latin. Scott, Foresman & Company. 
Free. 
Kelsey. Latin and Greek in American Education. Macmillan Company. 
$1.50. 


Sabin. The Relation of Latin to Practical Life. Francis E. Sabin, 419 
Sterling place, Madison, Wis. $1.55; postage, 12 cents. A manual 
containing material for the preparation of an exhibit to show in 
concrete form the practical ends of the study of Latin. 

Schlicher. Latin Plays for Student Performances and Reading. Ginn & 
Company. 75 cents. 

The Reorganization of Secondary Education. Bulletin, 1913, No. 41, 
U. S. Bureau of Education. 

Value of the Classics. Princeton University Press. $1 and $1.50. A 
record of the address delivered at the Conference on Classical Studies 
in Liberal Education held at Princeton University, June 2, 1917, 
together with an introduction and a collection of statements and 
statistics. 


14 Course of Study for High Schools. 


FRENCH AND SPANISH. 


For mental discipline, for well-rounded culture and knowledge, and as 
a most effective aid to the exact understanding and use of the mother- 
tongue, the advantages presented by the study of foreign languages have 
too long been recognized to need further emphasis or discussion. 

The modern foreign languages are intimately related to modern life. 
Our country is now a world power, in close contact with the great peoples 
who are making history. For direct intercourse with them the modern 
foreign languages furnish us with the indispensable key. These nations 
have helped and are helping, through their contributions to literature 
and philosophy, science and the arts, to shape our life and ideals of to- 
day; and it is scarcely too much to say that on our social, political and 
commercial relations with them depends in a large measure the immedi- 
ate future of civilization. 

The study of a modern language throws open new avenues of 
thought and interest. But to derive from such study all the practical 
benefits which it offers to him, the learner should not merely be able to 
gather the sense from the printed page; he should understand the spoken 
language and speak it himself. The ear and the tongue must be trained. 
Words must call up directly, without the medium of the mother-tongue, 
the things, the images, the ideas they represent; the student must be led 
to think in terms of the language he would learn. Only thus will he ac- 
quire that sense for language, that personal power in its use, which make 
its literature really vital, an enrichment of his own life. Only thus will 
he develop that conversational readiness which will give him a feeling of 
independence in foreign travel or business affairs. Hence the importance 
of an.early start in the modern languages, to take advantage of the pli- 
able organs and the retentive memory of adolescence, if not of childhood, 
with its strongly imitative powers. 

To the needs of the English-speaking pupil approaching foreign-lan- 
guage study for the first time, the languages of the Romance group are 
peculiarly adapted; they present a great similarity to the mother tongue; 
they are analytical; they have given up declensions; words with obvious 
English equivalents abound; the new forms into which thoughts and 
sentences are cast are not strange and puzzling. Thus by familiar paths 
the learner is led into new fields. At the same time, the Romance tongues 
are so much richer than is English in inflections, their syntactical de- 
velopment is so full and varied, that through them the student gains a 
firmer grasp of grammatical law, a more discriminating as well as wider 
understanding of general language facts and values. 


THE TEACHER’S PREPARATION. 


Although it is most desirable that teachers of French or Spanish 
should, in addition to ease and fluency in speaking the language, have 
that intimate understanding of the Romance peoples which can scarcely be 
acquired without residence abroad, we are well aware that at present 
such preparation can but rarely be attained. It is not, however, too much 
to demand that, in their college course, the teachers shall have special- 
ized in these languages, shall have had some training in phonetics, and 
shall have gained a fair command of the spoken tongue. This should be 
our standard, as it is already that of New York, Boston and California, 
which point the way by their special examinations for modern-language 
teachers, and by their insistence on a wider use of the foreign language 
in classroom work. Only teachers who are able to pass such an examina- 
tion are prepared to use the direct method, which presupposes a ready 
command of the spoken tongue. 

To aid teachers in acquiring fluency in French or Spanish, as well as 
an acquaintance with the countries and their customs, summer courses 
for foreigners are conducted in Paris and several of the French pro- 
vincial universities, and in Madrid. 


: French and Spanish. ‘ 15 


HINTS TO TEACHERS. 


The greatest attention must be paid to pronunciation throughout a 
foreign-language course. At the outset, however, the teacher must be 
careful not to bewilder his pupils by over-insistence on disconnected sounds 
and words, but after dealing for a day or two solely with pronunciation, 
he should take up at least a part of the first grammar lesson, which will 
offer words of familiar meaning on which to practice the newly acquired 
principles of pronunciation. But for two weeks, the first part of each 
recitation should be devoted to drill on sounds and syllabication. More- 
over, in reading the pupil must not utter the words disconnectedly or 
jerkily, but must observe the sentence groups. He will thus more readily 
make himself understood and learn to understand others. 

Short written exercises should be assigned at least twice a week, and 
should always be carefully gone over by the teachers. Mistakes should 
not be underscored, but the pupil should be referred to the rules which he 
has failed to apply, and should be required to make the corrections 
himself. 

Each recitation ought to include an oral exercise which, if suggested 
by the textbook, should not be slavishly taken from it. During oral 
practice the pupils should keep their books closed, so as to train the ear 
without help from the eye. Questions and answers should be repeated 
till fluency has been gained, and in no case should the teacher accept 
for an answer anything short of a complete sentence. The student 
should thus early acquire readiness in the use of foreign salutations and 
forms of address, and such expressions as, “How do you do?” “What is 
your name?” “Please,” “Thank you”; also in naming the days of the 
week, the months, in expressing age, weather, temperature, time of the 
day; and in using the numerals. (Let pupils quiz each other on the 
multiplication table.) 

These exercises, which may profitably be supplemented by memorizing 
poems and song's, introduce variety, give the student some command of 
the vocabulary of everyday life, and at the same time serve as lessons 
in applied grammar, for they give practice in the use of interrogative 
and negative forms, tenses, agreements in gender, number and person, 
position of pronouns, etc. 

After the first few weeks, dictation, a most valuable aid in connect- 
ing the oral and the written work, should be introduced with extremely 
simple sentences, and continued, with increasing difficulty, throughout the 
course. 

In connection with the reading the pupil should learn to pronounce 
accurately, to translate into idiomatic English, and, by degrees, to para- 
phrase and summarize the text. Reading should aim not merely at un- 
derstanding, but at fixing in the mind the vocabulary and the construc- 
tions. The work may be vivified by calling attention to cognate English 
words, by explaining historical allusions, finding on the map geo- 
graphical names of importance, and showing pictures (which may be 
inexpensive post-card collections) of famous buildings, portraits, etc. 

Pronunciation, the forms of the regular and the more common irreg- 
ular verbs, and the use of the pronouns, should be the subject of cease- 
less drill throughout the first year. 

In the second year the teaching should center more and more about 
the reading, which will serve on the one hand as a basis for the oral 
exercises, and on the other as a means for a constant inductive review 
of the grammar. As new forms occur the student realizes his need for 
further explanation, and he desires to know the rules governing these 
variations. Interest is thus created, and the learner comes by degrees to 
feel that his knowledge rests on a secure and logical foundation, and 
not on mere guesswork or mechanical imitation. 

In the latter part of the second year and in the third, pupils will be 
found very willing te memorize and present scenes from a play. 


16 Course of Study for High Schools. 


The more advanced students are usually eager for an opportunity - 
to exchange letters with French or Spanish-speaking students of English. 
This proves a most valuable form of composition, and the Department of 
Romance Languages of the University of Kansas will be glad to aid 
schools in securing correspondents. 

~It may be added that the classrooms in which French or Spanish is 
taught, should have appropriate wall maps, and such inexpensive diction- 
aries as, for French, The International Pronouncing French-English and 
English-French Dictionary (Hinds, Hayden & Eldredge, New York), and 
the Petit Larousse (Larousse, Paris); and, for Spanish, Arturo Cuyas’s 
Spanish-English and English-Spanish Dictionary (Appleton, New York), 
and the Pequeno Larousse (Larousse, Paris). 

The teacher of French will find most useful, in the teaching of pro- 
nunciation, Jones’s wall chart of Les Sons du Francais (Putnam’s Sons, 
New York): 


FRENCH. 


For the student of English the value of French can scarcely be over- 
estimated because of the dominant influence which, since the Norman 
Conquest, French has exerted on the vocabulary and syntax of our speech. 
As French has developed out of Latin, it has served to connect English 
with Latin by bringing into English a large Latin element in French 
form. Familiar examples are: uncle, aunt, sure, clear, ease, beast, chair, 
comfort, flour, flower, ete. Each age shows its quota of reciprocal bor- 
rowing, and among the latest French words to be adopted these may be 
mentioned: Chauffeur, garage, hangar, entente. 

Irrespective of its historical bearing upon English, French has a value 
of its own in its clearness, its directness, its fine discrimination. French 
prose is a model of logical and artistic expression; it is the language of 
ideas, of international discussions and agreements. Its use is widespread 
in Europe; and on this continent it is spoken in Canada and in many 
parts of Latin America. Acquaintance with it opens to the student a 
great literature which, from the medieval epic to the contemporary drama 
and short. story, has ‘poured forth an uninterrupted stream of master- 
pieces. 

To France may be traced not only some of the most distinctive currents 
in our own literature, but many of the best literary standards and tradi- 
tions of the modern world. It is not, however, so much the literature of 
the great nations of to-day that we seek to know, as their life, their 
thoughts, their achievements, as progressive factors in modern civiliza- 
tion. Every day we are learning more of the moral heroism of France, 
of her rich intellectual life, of her preéminent position in many fields of 
culture, learning and research; as, for example, in mathematics, in the 
physical sciences, and in the fine arts. Teachers wishing to study. the 
present status of scholarship in France are referred to the remarkably 
stimulating and comprehensive survey, “Science and Learning in France,” 
recently published by a body of American scholars under the editorship 
of Dean John H. Wigmore, of Northwestern University. (McClurg, 
Chicago.) 

FIRST YEAR. 


(See Hints to Teachers, on page 15.) 


The complete list of French books adopted by the State School Book 
Commission is appended. (See page 18.) 

The work of the first year should include the first fifty-two lessons 
of Fraser & Squair’s Shorter French Course (Heath), with its composi- 
tion exercises. The preface of the latter book offers valuable suggestions 
to teachers, and the appendix presents a clear and concise summary of 
grammatical rules. 

Too much stress cannot be laid on distinct enunciation and syllabica- 
tion. The teacher will find that the phonetic symbols on page x of 


French and Spanish. 17 


Fraser & Squair’s Shorter Course are an aid to his pupils in grasping 
the sounds, as well as to himself in presenting them. He might consult 
with profit, in the same author’s Complete Grammar, the important § 1, 
on general distinctions between English and French pronunciations, and 
also § 9, the triangle of vowels, found likewise on the Jones’ wall chart, 
which will help the pupils to think rather of the sound of a letter than of 
its name. - 

For memorizing, the teacher may select extracts from Poemes et 
Chants de France (with the music), Daniels & Travers (Heath). 


SECOND YEAR. 
(See Hints to Teachers, on page 15.) 


Suitable reading material: Bruno, Le Tour de la France (American 
Book Co.); Verne, Vingt Mille Lieues cous les Mers (Heath); Labiche, 
Le Voyage de M. Perrichon (Heath); Le Sage, Gil Blas (Holt); Daudet, 
La Belle-Nivernaise (American Book Co.); Mérimée, Colomba (Heath) ; 
Jules Sandeau, Mademoiselle de la Seigliere (Heath). 

Review and finish the Shorter French Course. Dictation, memorizing, 
oral and written work to be continued. Francois’s Introductory, or 
Alternate, French Prose Composition (American Book Co.), or Levi’s 
French Composition (Holt). From two hundred to two hundred and 
twenty-five pages should be read, in part very carefully, in part at sight. 
For the latter purpose Le Voyage de M. Perrichon would be interesting. 


THIRD YEAR. 


Class reading and supplementary reading, about four hundred pages, 
from such works as: Victor Hugo, Les Misérables (Ginn); Loti, Pécheur 
d’Islande (Heath); Potter, Dix Contes Modernes, with composition ex- 
ercises (Ginn); Coppée, Pour la Couronne (Holt); Bornier, La Fille de 
Roland (Heath) ; George Sand, La Mare au Diable (Heath) ; Chateaubri- 
and, Les Aventures du dernier Abencérage (American Book Co.). 

Résumés (oral and written), dictation, memorizing of scenes from a 
play, such as Labiche’s La Grammaire, letter-writing, and regular com- 
position, using such a composition book as Fontaine’s (American Book 
Co.), Vreeland & Koren’s (Holt), or Francois’s Advanced French Prose 
Composition (American Book Co.). In the reading and the writing 
reference should be made to a detailed grammar, such as Bevier’s (Holt), 
or Fraser & Squair’s, complete (Heath). It would be desirable at this 
point to acquaint the student with some of La Fontaine’s best known 
fables, and to call the attention of those who intend to study the sciences 
to Daniel’s excellent French Scientific Reader (Macmillan), which has 
just appeared. . 

SPANISH. 


A new sense of the importance of our relations, political and com- 
mercial, with Latin America has awakened interest in the study of 
Spanish, and also, to some extent, of Portuguese, and has made us 
realize that we must take up without delay the study of a language 
spoken by some, 70,000,000 people who geographically are so near to us 
and with whom we desire to have closer intercourse. 

In addition to this practical consideration and to the intrinsic beauty 
of Spanish, we must remember that it gives us access to a noble litera- 
ture, which boasts such world-famed names as Cervantes and Lope de 
Vega, which has inspired many of our foremost English and American 
men of letters, and is again to-day winning distinction in the drama 
and the novel. 


Ls Course of Study for High none 


FIRST YEAR. 
(See Hints to Teachers, on page 15.) 


The list of Spanish books approved by the State School Book Com- 
mission will be found on page 19. | 

The first question which confronts the teacher of Spanish is that of 
the pronunciation to be adopted. As the different countries of Latin 
America show many divergences, it is best to accept the Castilian as the 
standard, without, however, imposing it on pupils who may have acquired - 
another pronunciation. 

In the spelling reform, which has made it very nearly a phonetic 
language, Spanish offers a "decided advantage to the learner. Hence, with 
proper drill and careful attention to syllabication and accentuation, he 
should early acquire a good pronunciation. 

In the junior high school teachers who speak Spanish fluently may 
wish to use Poco a Poco (World Book Co.), the author of which is about 
to publish a manual for the guidance of teachers in the presentation of 
the lessons. Easy reading material may be found in such a text as Har- 
rison’s Elementary Spanish Reader. (Ginn). 

The first year should cover in Fuentes & Francois’s Practical Spanish 
Grammar (Macmillan) the first twenty-five lessons, or in Hills & Ford’s 
First Spanish Course the first thirty-two lessons. The suggestions in 
the prefaces of these books should be carefully considered by the teacher. 

In addition, seventy-five to one hundred pages should be read in such 
a book as Lecturas faciles (Silver, Burdett), or De Vitis’s Spanish Reader 
for Beginners (Allyn & Bacon). Canciones Escolares, two small vol- 
umes with the music (Silver, Burdett), may be recommended as an aid 
in stimulating interest. 


SECOND YEAR. | 
(See Hints,to Teachers, on page 15.) 


In the second year, the grammar should be reviewed and finished, and 
constantly applied to the reading. Dictation, memorizing, oral exercises, 
and composition. Wilkins’s Elementary Spanish Prose Book (Sanborn), 
Cool’s Spanish Composition (Ginn), Crawford’s Spanish Composition 
(Holt). Reading, partly intensive and partly rapid, of about two hun- 
dred pages in such books as Pérez Galdés, Marianela (Heath); Le Sage- 
Isla, Gil Blas (Heath); Carrion-Aza, Zaragiieta (Silver, Burdett) ; ; 
Alarcon, El Capitan Veneno (Allyn & Bacon). 


A more complete grammar should now be used, such as Ramsey’s Text- 
Book of Modern Spanish (Holt), and some four hundred pages of Span- 
ish should be read and paraphrased. Letter-writing should be introduced, 
dictation and résumés continued. (Whittem & Andrade’s Spanish Com- 
mercial Correspondence (Heath); Espinosa’s Advanced Spanish Com- 
position and Conversation (Sanborn). 

Suitable reading material: Palacio Valdés, José (Heath); Blasco 
Ibanez, La Barraca (Holt); Bécquer, Legends, Tales and Poems (Ginn); 
Quintero, Dona Clarines (Heath). (For additional titles see list on 
page 19.) 


FRENCH BOOKS. 


Adopted by the State Schcol Book Commission of Kansas for a period of five years, 
beginning September, 1915. 
Fraser & Squair. Shorter French Course. D. C. Heath & Co. 
Snow & Lebon. Easy French. D. C. Heath & Co. 
Aldrich & Foster. French Reader. Ginn & Co. 
Mairet. La Tache du Petit Pierre (Healy). American Book Co. 
Malot. Sans Famille (Spiers). D. C. Heath & Co. 


French and Spanish. 19 


Bruno. Le Tour de la France (Lyons). American Book Co. 
‘La Bédolliére. La Mére Michel et son Chat (Josselyn). American Book 
Co. 

Sand. La Mare au Diable (Sumichrast). D.C. Heath & Co. 

Verne. Vingt Mille Lieues sous les Mers. D.C. Heath & Co. 

Chateaubriand. Les Aventures du dernier Abencérage (Bruner). Amer- 
ican Book Co. 

Laurie. Mémoires d’un Collégien (Borgerhoff). American Book Co. 

Gréville. Dosia (Hamilton). D.C. Heath & Co. 

Halévy. L’Abbé Constantin. Ginn & Co. 

Sand. La Famille de Germandre (Kimball). Ginn & Co. 

Labiche. Le Voyage de M. Perrichon (Wells). D.C. Heath & Co. 

Dumas. Les Trois Mousquetaires (Sumichrast). Ginn & Co. 

Potter. Dix Contes Modernes. Ginn & Co. 

Daniels and Travers. Poémes et Chants de France. D. C. Heath & Co. 

Mérimée. Colomba (Fontaine). D. C. Heath & Co. 

Chateaubriand. Atala (Bowen). Scott, Foresman & Co. 

Daudet. La Belle-Nivernaise and Other Stories (Jenkins). American 
Book Co. 

Daudet. Tartarin de Tarascon (Fontaine). American Book Co. 

Lamartine. Jeanne d’Arc (Barrére). D.C. Heath & Co. 

Le Sage. Gil Blas (Vreeland). Henry Holt & Co. 

Beaumarchais. Le Barbier de Séville (Osgood). Ginn & Co. 

Sandeau. Mlle. de la Seigli¢ére (Warren). D.C. Heath & Co. 

Hugo. La Chute (Huss). D.C. Heath & Co. 

Loti. Pécheur d’Islande (Super). D.C. Heath & Co. 

Coppée. Pour la Couronne (Hawkins). Holt & Co. 

Bornier. La Fille de Roland (Nelson). D.C. Heath & Co. 

Sicard. Easy French History. Scott, Foresman & Co. 

Corneille. Le Cid (Searles). Ginn & Co. 

Racine. Esther, Athalie (Joynes). Holt & Co. 

Bossuet. Selections (Warren). D.C. Heath & Co. 

Moliére. Le Bourgeois gentilhomme (Oliver). Ginn & Co. 

Hugo. Les Misérables (Sumichrast). Ginn & Co. 

Hugo. Hernani (Harper). Holt & Co. 

Balzac. Eugénie Grandet (Bergeron). Holt & Co. 

Canfield. French Lyrics. Holt & Co. 

Taine. Les Origines de la France Contemporaine (Edgren). Holt & Co. 

Maupassant. Ten Short Stories. Ginn & Co. 

Vreeland & Michaud. Anthology of French Prose and Poetry. Cian & Co. 


SPANISH BOOKS. 
Approved by the State School Book Commission of Kansas, December, 1917. 
Junior High Schools. 


Hall. Poco a Poco. World Book Co. 

Harrison. Elementary Spanish Reader. Ginn & Co. 
Hills. Spanish Tales for Beginners. Holt & Co. 
Easy Spanish Plays. Allyn & Bacon. 


Furst Year. 


Fuentes & Francois. Practical Spanish Grammar. Macmillan. 

Hills & Ford. First Spanish Course. Heath & Co. 

Wilkins & Luria. Lecturas faciles. Silver, Burdett & Co. 

Bergé-Soler & Hatheway. Elementary Spanish-American Reader. San- 
born & Co. 

Marcial Dorado. Espana Pintoresca. Ginn & Co. 


20 | Course of Study for High Schools. 


Second Year. 


Alarcon. Novelas cortas. Ginn & Co. 

Supple. Spanish Reader of South American History. Allyn & Bacon. 
Carrion-Aza. Zaragitieta. Silver, Burdett & Co. 

Martinez de la Rosa. La conjuraciOn de Venecia. Sanborn. 
Pérez Galdés. Marianela. Heath & Co. 

Alarcon. El Capitan Veneno. Allyn & Bacon. 

Morrison. Tres comedias modernas. Holt & Co. 

Le Sage-Isla. Gil Blas de Santillana. Heath & Co. 

Wilkins. Elementary Spanish Prose Book. Sanborn & Co. 
Cool. Spanish Composition. Ginn & Co. 

Crawford. Spanish Composition. Holt & Co. 


Third Year. 


Blasco Ibanez. La Barraca. Holt & Co. 

Quintero. Dona Clarines. Heath & Co. 

Bécquer. Legends, Tales and Poems. Ginn & Cr, 

Mesonero Romanos. Selections. Holt & Co. 

Moratin. El si de las ninas. American Book Co. 

Palacio Valdés. Jose. Heath & Co. 

Whittem & Andrade. Spanish Commercial Correspondence. Heath & Co. 

rE Advanced Spanish Composition and Conversation. Sanborn 
0. 


GERMAN. 


(This report was prepared by a committee appointed by the German Round Table of the 
State Teachers’ Association. ) 
Among the purposes served by instruction in German may be men- 
ticned: 
1. The furthering of good American citizenship through an intro- 
duction to the language, literature, art and science of the German people. 
; 2. The general disciplinary value of such instruction, such as, (a) 
the training of the analytic and reflective faculties by stimulating com- 
parison and discrimination; (b) the cultivation of precision of thought 
and statement; (c) the training of memory and the development of the 
power of steady application; (d) the better appreciation and compre- 
hension of English through the study of the kindred German language. 
3. The preparation for business and professional pursuits requiring 
a knowledge of German. 
4. The preparation for intelligent travel. 


PREPARATION FOR THE TEACHER OF GERMAN. 


It is desirable that the teacher of German should himself be a master 
of the German language, with all that this implies. He should, there- 
fore, be able to read, write and speak the language with ease and ac- 
curacy; should have a fair knowledge of its historic development and 
its relation to other languages of the Teutonic group; should have a 
fair knowledge of the literature and history, the life and customs of the 
German people; should adequately appreciate the significance of the 
Germans in the world; and as all this cannot well be secured adequately 
in any other way, he should have spent some time among the Germans in 
Germany. 

It is needless to say that this ideal preparation for the teacher of 
German in the high schools is practically unattainable, since geograph- 
ical conditions make the attainment too expensive, while low salaries and 
uncertain tenure do not offer sufficient incentives for the attainment of 
this ideal. However desirable this ideal preparation may be, and how- 


German. a 


ever worthy of efforts for attainment, the fixing of a minimum is more 
likely to be of immediate value. This minimum cannot safely be placed 
below thirty-five to forty college semester hours, including the ten hours 
which most students of German obtain in the high school, and hence 
leaving a minimum of twenty-five to thirty college semester hours for 
the college or university courses. Among these may well be included a 
three-hour course designed especially for prospective teachers, which 
shall include a review of the elementary grammar, a treatment of the 
more general constructions and idioms, and a discussion of purposes, 
aims and methods of modern language teaching. Where courses be- 
yond the minimum are unattainable, it is urged that the prospective 
teacher supplement his work in German by careful reading of at least an 
elementary text on the history of Germany,such as Henderson’s or Lewis’s, 
and one on the history of German literature, such as Priest’s or Calvin 
Thomas’s. 

No teacher should be satisfied with this minimum, but should press 
forward toward higher attainment. Summer courses at our colleges and 
universities offer opportunities; books are plentiful, relatively inex- 
pensive and easy to procure; high-school libraries are becoming more 
extensive and appropriations for the library more liberal. By syste- 
matic improvement of opportunities a teacher may hence in time ap- 
proximate closely to the ideal preparation for the teacher of a modern 
language. 


COURSE OF STUDY IN GERMAN FOR HIGH SCHOOLS. 


First YEAR. 
German I. 


Grammar: Spanhoofd, Elementarbuch der deutschen Sprache (Heath). 
Prescribed state text. From 9 to 13 lessons, with corresponding sec- 
tions of the introduction and appendix. 

Reading: Vorwarts (Allyn & Bacon). (Prescribed state text). Selec- 
tions from the first thirty pages. 

The use of songs from both texts is recommended. 


: German IT. 


Grammar: Spanhoofd continued through lessons 21 to 24. 
Reading: Vorwarts. Suitable selections amounting to about 40 pages. 


SECOND YEAR. 
German IIT. 


Grammar: Spanhoofd completed. 
Reading: Alle Fiinf (Heath), 38 pages, or one of the following alternate 
texts: 
Der Weg zum Gliick (Heath), 70 pages. 
Moni der Geissbub (Heath), 40 pages. 
Carruth Reader (Ginn). 

If the Carruth Reader is used, owing to the difficulty of the text, it 
is recommended that the following selections, with poems interspersed, 
be read in this order: 

1. Hans im Glick. 
2. Die Nachtigall. 
3. Die Geschichte von Kalif Storch. 


German IV. 


Composition: Free reproduction and exercises based on the texts read, 
or Allen’s Composition. 

Reading: About 75 to 100 pages, according to the method used, selected 
from the following: 


22 | Course of Study for High Schools. 


1. Immensee, Manley (Scott, Foresman & Co.), 42 pages; or 
Hoher als die Kirche (Heath), 42 pages. 

2. Germelshausen, Manley (Scott, Foresman & Co.), 32 pages. 

3. Das edle Blut or Fritz auf Ferien (Heath). 


THIRD YEAR. 


In order to make it possible to have third-year German, classes when 
small may combined, courses V and VI alternating from semester to 
semester in schools where promotions occur semiannually. Where pro- 
motions o¢cur annually courses V and VI may be offered every other year. 


German VY. 


Grammar and Composition: Allen’s Composition or exercises based on 
texts read with free reproduction. 
Reading: One text from each of the following groups: 
1. Leberecht Hiihnchen (Scribner’s), 40 baa 
Die Blinden (Holt), 52 pages. 
- Der Lex von Gutenhag (Health), 72 pages. 
2. Die Harzreise (Ginn), 84 pages. 
Die Journalisten (Holt), 136 pages. 
Not more than one-half of the semester should be devoted to Gooey ti 
Not all the exercises in any edition used need be taken. 


German VI. 


Composition: Allen’s Composition or exercises based on the reading. 
Reading: Either of the following: 

Wilhelm Tell (Ginn), 172 pages. 

Minna von Barnhelm (Ginn), 127 pages. 

If time permits, Das Lied von der Glocke may be added. 

(Heath), 16 pages. 
Many earnest pupils who have not the opportunity of attending col- 

lege consider it a privilege to be introduced to some of the great master- 
pieces of German literature. 


JUNIOR HIGH SCHOOL. 


As the state has not adopted any German text for junior high school, 
and so few suitable texts for this purpose are at present on the market, 
the committee does not recommend any for adoption, but merely suggests 
the following: 

First year: Gronow’s Fir Kleine Leute (Ginn), to be supplemented 
by pictures for oral composition, games and songs, dramatization of fairy 
tales. 

Second year: Gronow’s Jung Deutschland, with supplementary ma- 
terial similar to the above and selections from Foster’s Geschichten und 
Marchen for dramatization and variation. 

If possible, the work of the junior high school should be arranged with 
reference to proper correlation with the high-school course. 


SUGGESTIONS ON VARIOUS PHASES OF GERMAN 
INSTRUCTION. 


1. A well-rounded course in modern language should provide training 
in reading and grammar, with practice in speaking and composition; but 
as all of them deal with the language, and hence are interrelated, this 
relationship should be borne in mind even when, for pedagogical reasons, 
the emphasis is placed. on any one of them. : After the preliminary 
lessons on forms and structure of German words and sentences, reading 
will most readily form the basis of the instruction and may furnish most 
of the material for speaking and composition. 


German. ; 23 


2. Pronunciation. German should be taught as a living language, and 
hence at the outset great attention should be paid to correct pronuncia- 
tion. Pupils should be trained to imitate the correct sounds as exempli- 
fied in the best pronunciation of the teacher, not to substitute the nearest 
equivalent in the pupil’s English. At times, however, it will be advan- 
tageous to call attention to the manner of producing the sound in question 
and to contrast the same with the nearest equivalent in English. The 
teacher ought, therefore, to have a correct pronunciation and at least an 
elementary knowledge of phonetics, such as may be obtained from Grand- 
gent’s German and English Sounds, Vietor’s German Pronunciation, or 
Hempl’s German Orthography and Phonology (Ginn), or Prokosch’s 
German Phonetics and German Language (Holt). The pupil’s attention 
should from the outset be directed to certain differences between English 
and German sounds and their production, such as the following: 

a. The muscles at the mouth are more active in German than in 
English, and hence the vowel sounds are more clear and distinct in 
German. The protrusion of the lips in the sounding of round vowels is 
especially noticeable, and only in this way can the umlauts of o and u 
be sounded. 

b. The tongue is likewise more active, more tense, and has greater 
range of motion in the production of German sounds, and hence wide, low 
and mixed vowels are relatively rare in German. Single vowels are 
single sounds, whereas in the English they are sometimes diphthongs. 

c. Some German sounds have no equivalent in English, such as the 
ch sounds, the umlauts of o and wu, and one of the sounds of g. 

Careful drill on sounds similar but not identical in the two languages 
is hence very essential, as also careful drill on sounds found only in the 
German. While such drills are especially needed at the beginning of the 
course, they should be continued until the pupil’s pronunciation is 
generally satisfactory, and no mispronunciation should escape correction. 
It should also be remembered that pronunciation is not a matter of word 
alone, but also of entire phrases and sentences, the pronunciation of 
words varying with different associations. 

German names of letters should be used in spelling as an aid to pro- 
nunciation. 


3. The Script. Some educators doubt the advisability of German 
script for American schools, but so long as the Germans quite generally 
use it, American schools do not seem to have a choice in the matter; and 
hence it is recommended that the German script be used from the outset, 
and continued through the first three semesters. The specimens con- 
tained in the grammar text will be found quite adequate. 


4. Vocabulary. The acquisition of a sufficient vocabulary is of the 
utmost importance, and hence a few suggestions may not be amiss. -In 
general, the memorizing of disconnected word lists is not to be com- 
mended, since the meaning of many words will depend upon the context. 
But some memorizing is necessary, especially at the beginning, in which 
case it is well to arrange the words in grammatical, if possible also in 
logical, categories; nouns always with the definite article, to fix the 
gender. Constant reference to the relation between English and German 
cognates should be made; and simple rules and exercises on German word 
building will also prove valuable, as the pupil will gradually learn to 
trace German words from the corresponding English cognate, and vice 
versa, and to derive the meaning of a compound word by analysis of its 
component parts, and even to trace a group of related words from the 
common stem found in them. The study of synonyms and antonyms wil! 
also furnish interesting matter for the extension of the vocabulary. 
On the whole, however, words are best learned in connected sentences as 
they occur in carefully selected reading matter the range of which is 
within easy reach of the average memory. Exercises like those suggested 
under the heads of reading, grammar, speaking, and composition should 


24 Course of Study for High Schools. 


prove valuable; and as an efficient test of acquired vocabulary and an 
excellent means of fixing the same, sight reading is to be recommended. 
This study may be continued throughout the course. 

Idioms occurring in the reading should be carefully explained and 
learned. There should be systematic and regular study of idioms, with 
frequent drill on them. Some should be included in each test. Pupils may 
make accumulative lists of idioms through each semester’s work. Idioms 
as well as grammar should be taught and used with live methods through 
practical application. The same material may be presented in a variety 
of forms. 


5. Reading. This may be done as soon as the declension of nouns and 
adjectives, the conjugation of the most useful words of both weak and 
strong conjugations, and the most needed rules governing word order 
have been studied. New forms and constructions may be treated as 
they occur in the reading. The selections should at first be simple and 
should only gradually increase in difficulty. It may be most profitable to 
alternate the reading lessons with those in the grammar, until the limit 
prescribed for the year is reached. As the pupil’s knowledge of forms 
and constructions increases, the discussion of grammatical forms may be 
gradually reduced, and the emphasis shifted more to the story and its 
characteristically German qualities. With the growing knowledge of 
German there may also come a decrease of translation into English, 
though it is always safe to require the translation of difficult passages 
and to make use of translation as one of the readiest means of ascer- 
taining exactness of knowledge and thoroughness of preparation. In- 
stead of constant translation, it is suggested that the teacher determine, 
by skillful questioning on the content, whether the preparation has been 
adequate and the comprehension of the passage sufficient. These ques- 
tions should be asked in German, and answers in German should be re- 
quired. As soon as the development of the pupil permits, both questions 
and answers may be turned over to pupils, the teacher acting as ret 
This method may be used with the Spanhoofd Grammar. 

After this thorough discussion of the lesson, the lesson, or the more 
important passages selected from it, may be read by the members of 
the class or in concert with the assistance of the teacher, care being 
taken not only to pronounce the words correctly, but also to bring out 
the meaning of the passage in the reading. 

Vorwarts may be used in various ways—occasional translation, rapid 
reading of text, dramatization, oral composition based on different pic- 
tures, etc. Some of the poems in Vorwarts should be memorized. Poems 
may be used also for drills in pronunciation and retelling and rewriting 
in prose. The following poems may be memorized: Du bist wie eine > 
Blume, Wanderers Nachtlied, Heidenrodslein, Das Veilchen. 

With the anecdotes in the Spanhoofd and in some parts of Vorwarts, 
pupils like to use the dramatization method, the pupils taking different 
characters in the anecdotes and acting them out. This quickens the in- 
terest and makes the reading material more alive. 

Oral work should be a part of every reading lesson, not only to test 
the pupil’s knowledge and to bring out the important points in the lesson, 
but also to give opportunity for the use of German, which will tend to 
make the language more real, to invest the recitation with a German 
atmosphere, and to inspire pupils with confidence. The reading text 
will generally furnish sufficient opportunity for oral work, especially as 
most texts are now edited. 

In the selection of the reading matter care should be taken not to 
grade too steeply. Too difficult reading matter compels the constant use 
of the grammar and the vocabulary, and hence tends to deaden interest; 
whereas, easy reading matter inspires confidence and arouses interest. 
The best results may hence be obtained by fairly rapid reading of grad- 


German. 25 


ually increasing difficulty. Care should, however, be taken not to sac- 
rifice thoroughness to ease of attainment. 

The reading during the third year should be sufficiently rapid to in- 
sure the continuity of the story and to bring out some of the literary 
flavor. Thoroughness should be insisted on, and hence translations, es- 
pecially of difficult passages, the consideration of difficult and unusual 
constructions, the intensive study of selected passages, and the con- 
sideration of historical, mythological and literary references should not 
be neglected. But care should be taken not to break the continuity of 
thought and deaden the literary interest with a superabundance of 
philological detail. Private readings, with reports on the same, should 
be encouraged, especially during the second semester, for which purpose 
the high school should be supplied with a small but well-selected library 
of German books. Such special readings should, however, not encroach 
too much on the pupil’s time, nor should his literary interest deaden his 
interest in the language. 

Owing to their literary value, it is recommended that Immensee and 
Wilhelm Tell be read at some time in the course, especially for the sake 
of the pupils who do not have the privilege of continuing the study of 
German in the college or university. The choice of reading matter 
brings up the question as to the proper place of Wilhelm Tell in the 
high-school curriculum. That Tell should find a place in the curriculum 
is quite generally conceded, and, on the whole, the logical place for it 
seems to be in the third year of high-school German, but no definite 
recommendation to this effect is here made, owing to great diversity 
of practice in the high schools, colleges and universities, and the rather 
commendable desire on the part of the high schools with only a two- 

year German course to introduce the pupils to this excellent classic. 
, Die Harzreise lends itself well to partial reading. If on account of 
lack of time it cannot be completed, different parts of it may be selected. 

Leberecht Hitihnchen is well adapted for rapid reading. In the Scrib- 
ner edition some of the exercises may be omitted in order not to disturb 
the continuity. 


6. Grammar. The connection between grammar and language should 
always be borne in mind; “living grammar” should be emphasized; the 
application of grammar in actual German sentences should be constantly 
and plentifully made. Questions on the reading should, therefore, be so 
skillfully put as to bring out the form or construction desired in actual 
German sentences, and even paradigms may be treated in this manner. 
Thus, in connection with the formal declension of the: word Schuler,, the 
fellowing questions on the part of the teacher will readily bring the 
desired responses from the pupils: 

Wer ist in dem Schulzimmer? Der Schiller ist in dem Schulzimmer. 

Wessen Buch hat der Lehrer? Er hat das Buch des Schiilers. 

Wem gibt der Lehrer? das Buch? Er gibt es dem Schiiler. 

Wen lobt der Lehrer? Er lobt den Schiiler. 


Drills of this nature will be found especially valuable in fixing the 
proper use of possessives, infinitives, etc. For example: 

Ich lerne meine Aufgabe, du lernst deine Aufgabe, er lernt seine 
Aufgabe, sie lernt ihre Aufgabe, wir lernen unsere Aufgabe, etc. Ich 
fange meinen Brief an, du faingst deinen Brief an, etc. Ich schime mich 
meines Freundes nicht, du schamst dich seiner nicht, wer wird sich 

seiner Eltern schiimen? etc. 

; Similarly, in responses to the questions: Was tun Sie? Was taten Sie? 
Was werden Sie tun? Was haben Sie getan? the corresponding re- 
sponses may be readily elicited: Ich schreibe einen Brief; Ich schrieb 
einen Brief; Ich werde einen Brief schreiben; Ich habe einen Brief 
geschrieben. 

Word order may be treated similarly. For example: Was tut der 
gute Schiiler? Der gute Schiiler lernt seine Aufgabe. Was hat der gute 


26 Course of Study for High Schools. 


Schiller getan? Der gute Schiiler hat seine Aufgabe gelernt. Was 
werden Sie morgen tun? Morgen werden wir mit unserem Onkel auf 
das Land hinausfahren. Auch wollen wir morgen in die Stadt gehen, 
wenn es nicht regnet. Was tat sie? Sie schrieb einen Brief an ihre 
Tante. Was tat sie, nachdem sie den Brief an die Tante geschrieben 
hatte? Als sie den Brief geschrieben hatte, las sie ihn ihren Freundinnen 
vor. 

In the study of verbs the familiar singular and plural and the formal 
singular and plural with the corresponding possessive adjectives should 
be given for the second person of each tense and the imperative. Ex- 
ercises of this nature tend to fix grammatical forms and also serve in the 
purpose of speaking. 

Pupils should be taught to study aloud daily in their home prepara- 
tion. 


7. Speaking. The pupil can develop “Sprachgefiihl” only by con- 
stantly hearing and speaking the foreign language to be mastered. Pro- 
ficiency in actual speaking may not be required, but a beginning should 
be made along this line. As speaking is largely a matter of imitation, 
it should, on the whole, be based on material previously studied. Care- 
fully framed questions should induce the pupil to make use of the forms 
and expressions which his training has given-him. At first this must 
consist largely of rearrangement of the few phrases at command, of 
variations in person, tense and number; but gradually greater freedom 
of expression may be expected, especially after the pupil begins to think 
in German instead of translating all the German into English. Aural 
practice in German should not be introduced spasmodically, but should 
be regularly employed from the outset, perferably in connection with 
the German exercises, and later with the reading matter that is narra- 
tive in character. 


8. Translation. While the ultimate end of the instruction in German 
is to attain to complete comprehension of written and spoken German 
directly and not through the medium of the English, yet during the 
earlier stages of the work advantage should be taken of the knowledge 
the pupil already possesses that will be serviceable in the study of the 
new language. The restatement in one language of a thought expressed 
in the other is therefore valuable for the purpose of securing full com- 
prehension and giving opportunity for the application of the knowledge 
gained. Accurate and faultless translations of the exercises of the 
grammar text should therefore be required, care being taken to express 
the thought in idiomatic English or German as the case requires. After 
reading is begun, translation may be gradually reduced as suggested 
above under the head of reading, though difficult passages should still 
be translated, while the pupil’s comprehension of easier passages is 
tested by skillful questioning. With increasing knowledge of German 
the necessity for translation into English grows less, though throughout 
the high-school course it is always safe to translate passages with dif- 
ficult constructions and to make use of translation as a test of the 
pupil’s comprehension and an incentive toward careful and sufficient 
preparation. Teachers should, however, get away from the old idea of 
simply reading and translating. 


9. Composition. In the earlier stages composition is best based on 
familiar material. It may consist in writing answers to questions on 
familiar passages in the reader; later free reproduction may be sub- 
stituted, or the text may be reproduced with suggested changes in tense, 
number, and person. Some of the readers and edited texts seek to meet 
these requirements in appended exercises. Where this is not the case the 
teacher may supply original exercises. To focus attention and force the 
pupil to the use of more difficult constructions than those he would 
choose without special direction, the translation into German of set 


German. 24 


sentences will be useful. It is better to take only a few sentences at a 
time, working them out in detail, and reviewing them thoroughly until 
fully understood, thereby giving review of grammar, phrase, and general 
sentence construction. Such exercises are conducive to the fixing of 
grammatical principles, the acquisition of a vocabulary, the use of 
phrase building and sentence construction. 

Allen’s Composition contains a review of word order and lists of 
idioms; at the end of the book are lists of prepositions with idiomatic 
uses. Some of these idioms should be memorized, and pupils should 
be taught to use all of them for reference. 

The amount of work to be covered in Allen’s Composition depends 
upon texts read and composition work based on these texts. 


10. Dictation. Dictations serve a useful purpose in training the ear 
to catch the German sounds, the eye to translate into corresponding 
German written characters. Dictations should be based on easy matter, 
preferably on matter already familiar to the pupils. They should be 
short, so as not to become tiresome. 

German names of letters should be used in spelling unfamiliar words 
in dictation. 


11. Miscellaneous. 

a. German songs should be memorized (both words and music) and 
sung in the classroom. It is not necessary to have a piano or other 
musical instrument. In.every class are some pupils who can start the 
songs. All the songs in Spanhoofd and Vorwarts should be sung. Others 
may be given at the discretion of the teacher. (See Deutsche Lieder, 
_ American Book Co.) The verse about prepositions beginning, “An, 
auf, hinter, neben,” etc., may be sung to the same melody as the A, B, 
C in the Spanhoofd. 

b. Games are helpful in many ways, also giving of plays, ete. 

_c. At the end of each semester each teacher should make out an out- 
line in full of work covered, and place it on file in the school. This is 
especially necessary at the end of the school for reference for new 
teachers who may come to the school the following year. 

d. It is thought that some of the books adopted are too difficult. Such 
are: Zwischen Himmel und Erde; Der arme Spielman; Amno 1870; Mo- 
zart auf der Reise nach Prag; Gustav Adolfs Page; Das Fahnlein der 
sieben Aufrechten; Pole Poppenspaeler (dialect); Hermann und Doro- 
thea. They have therefore been omitted from the course of study out- 
lined above. 


REFERENCE BOOKS. 


Books for teachers and suggestions for a high-school German library. 
CLASSICS. 


For selected works of Goethe, Schiller, Lessing, Heine, Uhland, von 
Kleist, see the catalogues of American publishers, Heath, Holt, Ginn 
& Co., Macmillan, Oxford Press, Allyn & Bacon, American Book Co., etc. 


BIOGRAPHIES. 


The lives of Goethe, Schiller, Lessing, Heine, in the “Great Writers” 
series, edited by Professor Eric Robertson. 40 cents a volume. 
George Henry Lewes. The Life of Goethe. E. P. Dutton. $1. Same in 

Everyman library, 50 cents. 
Herford. Goethe (The People’s Books). 25 cents. Dodge Pub. Co., 
220 E. 23d st., New York. 
Thomas. Life and Works of Schiller. Holt & Co. $1.50. 
Carlyle. Life of Schiller. London-Chapman & Hall. 40 cents. 
Boyesen. Goethe and Schiller. Scribner. $2. 
Sime. Life of Lessing (2 vols.). Scribner. $5. 


28 Course of Study for High Schools. 


HISTORY OF LITERATURE. 


Vogt und Koch. Geschichte der deutschen Literatur. Leipzig, Biblio- 
graphisidies Institut. $4. 

Kluge. Deutsche National’ Literatur. Altenburg, 1913. - 

Heinemann. Deutsche Dichtung. Alfred Kroner Verlag. 25 cents. 
(An excellent book.) 

Thomas. German Literature. Appleton. $1.50. 

Priest. Brief History of German Literature. Scribner. $1.50. (An 
adaptation of Klee’s “Grundziige der deutschen Literaturgeschi- 
chte.’’) 

Stroebe-Whitney. Geschichte der Deutschen Literatur. Holt. $1.15. 
(Simple in vocabulary and style.) ~ 


ANTHOLOGIES OF GERMAN LITERATURE. 


Thomas. German Anthology. Heath. $2.25. 

Collitz. Selections from Classical German Literature. Oxford Press. 
$1.50. 

Knortz. Representative German Poems. Holt. $2.50. 

Von Klenze. Deutsche Gedichte. Holt. 90 cents. 


DICTIONARIES. 


- Muret-Sanders. English-German and German-English Dictionary (2 
vols.). $5. 

Whitney. German-English and English- German Dictionary. Holt. $1.50. 

Heath. German-English and English-German Dictionary. $1.50. 

Duden. Orthographisches Worterbuch. Leipzig, Bibliographisches In- 
stitut. 40 cents. 

F. Kluge. Etymologisches Worterbuch. Strassburg, Triibner. $3. 


GRAMMAR. 


Curme. A Grammar of the German Language. Macmillan. $3.50. 
Thomas. A Practical German Grammar. Holt. $1.25. 
Joynes-Meissner. German Grammar. Heath. $1.15. 

Hempl. German Orthography and Phonology. Ginn. $2. 

Von Jagemann. German Syntax. Holt. $1. 

Prokosch. Sounds and History of the German Language. Holt. 1917. 
Bloomfield. An Introduction to the Study of Language. Holt. $1.75. 


HISTORIES AND GENERAL REFERENCE BOOKS. 


Henderson. History of Germany. Macmillan. $4. 

Fullerton. Germany of To-day. Bobbs-Merrill Co., Indianapolis. $1. 

W. H. Dawson. German Life in Town and Country. G. P. Putnam’s 
Sons. $1.20. 

R. S. Baker. Seen in Germany. McClure, Phillips & Co. $2. 

F. C. Howe. European Cities at Work. Scribner’s. $1.75. 

Guerber. Legends of the Rhine. Barnes & Co., N. Y. $1.50. 

Francke. The German Spirit. Holt. $1.25. 

Zehme. Kulturverhaltnisse des deutschen Mittelalters. Leipzig, Freytag, 
u. Tempsky. 50 cents. 

Hans Meyer. Das deutsche Volkstum. Leipzig, Bibliog. Inst. $4. 

Putzger. Historischer Schulatlas. Leipzig, Velhagen und Klasing. 60 
cents. 


NOVELS AND SHORT STORIES. 


Hauff. Lichtenstein. Halle, Otto Hendel. 

Scheffel. Ekkehard. Stuttgart, Bonz. $1.50. Holt. $1.25. 

Freytag. Soll und Haben. Leipzig, Hirzel. $1.75. Abridged editions 
published by Heath and Ginn & Co. 

Fouque. Undine. Holt. 50 cents. American Book Co. 

EKichendorff. Aus dem Leben eines Taugenichts. Holt. 40 cents. 


German. 29 


Chamisso. Peter Schlemihl. Holt. 25 cents. 

Hoffmann. Meister Martin der Kiifner. Holt. 40 cents. 
Das Fraulein von Scuderi. Holt. 35 cents. 

Keller. Kleider machen Leute. Heath. 35 cents. 
Romeo und Julia auf dem Porte. Heath. 35 cents. 
Die drei gerichten Kammacher. Heath. 35 cents. 

Storm. In St. Jiirgen. Heath. 35 cents. 

Auf der Universitat. Holt. 35 cents. 

Heyse. L’Arrabbiata. Heath, Holt, Allyn & Bacon, etc. 
Das Madchen von Treppi. Heath. 35 cents. 

Anfang und Ende. Holt. 40 cents. 
Vetter Gabriel. Holt. 35 cents. 

Meyer. Das Amulett. American Book Co. 

Raabe. Die Schwarze Galeere. Oxford Press. 60 cents. 

Baumbach. Der Schwiegersohn. Heath, Holt, Allyn & Bacon. 

Riehl. Burg Neideck. Ginn. 40 cents. : 

Der Fluch der Schonheit. Ginn. 40 cents. 

Saar. Die Steinklopfer. Holt. 35 cents. 

Rosegger. Das Holz Knechthaus. Oxford Press. 35 cents. 

Jensen. Die braune Erica. Heath. 35 cents. 

Auerbach. Brigitta. Ginn. 40 cents. 

Arnold. Ejinst im Mai. Holt. 35 cents. 

Sudermann. Frau Sorge. Holt. 90 cents. 


The following are American importers of German books: 
G. E. Stechert & Co., 151-155 West 25th st., New York. 
Emil Steiger, 49 Murray st., New York. 


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STATE OF KANSAS 
DEPARTMENT OF EDUCATION. 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


Teh 


PART VII.—NORMAL TRAINING. 


KANSAS STATE PRINTING PLANT. 
W. R. SmirH, State Printer. 
TOPEKA. 1917. 

7-742 








379 
KiSek 
4 


Ca duly q NEE 


STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan 


THos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
ad Superintenderit of City Schools, Beloit. 
det H. W. SHIDELER, 
Superintendent of City Schools, Girard. 
L. D. WHITTEMORE, Secretary, 
Topeka. 
(3) 
“WP 
7%, 
3 
a 
sO 


2A Gud, 


CONTENTS. © 





PARTAL Ay tee SYNOPSIS. 

BART HL ieee ae ENGLISH. 

PART ELE ae see ee MATHEMATICS. 

PART ELV ae ee ee HISTORY AND SOCIAL SCIENCE. 
PART settee SCIENCE. 

PART V1 sit 2 one FOREIGN LANGUAGES. 

Parts Vileaect. eae NORMAL TRAINING. ~ 

PART VIII ....... COMMERCIAL SUBJECTS. 

PART Hye ee eae INDUSTRIAL SUBJECTS. 


PARTE AW ot, acura: MUSIC AND ART. 


(4) 


Course of Study for High Schools. 


NORMAL TRAINING. 
INTRODUCTION. 


The purpose of this publication is to give a history of the normal- 
training high school movement in Kansas, and to set forth those require- 
ments of the State Board of Education which must be met by all schools 
receiving the benefits and the privileges of the normal-training act of 
1909, and of the amended act of 1911 increasing the appropriation and 
making provision for industrial training in high schools. 

It is further intended to offer suggestions as to the manner and 
“means of conducting the work in such a way as to meet the approval 
of the State Board. It is imperative that the authorities of every ap- 
proved school shculd see to it that all normal-training teachers are sup- 
plied with individual copies of the course of study and that they con- 
sult it constantly. 

It is of supreme importance that normal-training pupils be daily led 
to see the great responsibility of the teaching profession. And since 
they are to teach in rural schools, they should be imbued with a proper 
spirit towards country life, and urged and aided to acquire a thorough 
knowledge of rura! school conditions and requirements, 

_ Superintendents and teachers by a careful reading will find herein 
answers to many questions which will naturally arise concerning the 
work; and thus uncertainty and unnecessary correspondence will be 
avoided. 


NORMAL TRAINING IN KANSAS HIGH SCHOOLS. 


Since 1886 there have been a few high schools in the state authorized 
to offer normal-training courses and to grant graduates from such 
courses a two-year county teacher’s certificate; but these schools have 
never exceeded twenty-seven’ in number, were widely scattered, and 
benefited only their own immediate localities. 

Realizing the need for better schools, particularly better rural schools, 
and recognizing that the first requisite for better schools is better 
trained teachers, the Kansas Educational Commission of 1908 recom- 
mended the enactment of a law providing for a normal-training course 
in at least one high school in practically every county in the state. In 
pursuance of this recommendation the legislature passed the normal- 
training act, which became operative May 29, 1909. By the provisions 
of this act the State Board of Education was empowered to prescribe 
regulations under which accredited high schools might offer a course in 
normal training for prospective teachers. To further the work $50,000 
per year was appropriated for the biennium. This money was to be 
used only for the payment of additional teaching force, and was to be 
apportioned by the State Board of Education to deserving schools in 
such a way as best to serve the school interests of the entire state, 
provided that the amount apportioned to any one county was in no case 


(5) 


6 Course of Study for High Schools. 


to exceed one thousand dollars. The law further provided that to be 
eligible to participate in the fund a school must have at least ten stu- 
dents each semester in regular attendance upon the normal-training 
course. At the completion of their course these students should be 
given an examination by the State Board of Education, and upon passing 
such examination should receive a normal-training teacher’s certificate, 
good in the public schools of any county in the state for a period of two 
years, and to be indefinitely renewable for two years at a time upon 
conditions fixed by the Board. Accredited academies might receive all 
the privileges and benefits of the act except that of state aid. 

The more important regulations as first prescribed by the State 
Board of Education for the conduct of Oe courses were: 

The distinctively normal- -training work should be given only in the 
senior year of a four years’ high-school course, and only seniors or post- 
graduates should be permitted to take it. This work was to consist of 
one-half year in psychology, one-half year in methods and management, 
a year in American history, and a review of arithmetic, geography, 
grammar and reading. A pedagogical reference jibrary consisting of 
not fewer than thirty volumes was to be provided by each school. All 
teachers teaching normal-training classes were required to be graduates 
of accredited colleges or state normal schools, to have had at least two — 
years’ teaching experience, and to be approved for the work in question 
by the state superintendent of public instruction. Observation visits 
were made a regular part of the normal-training course, and these visits 
were to be made once a week, or at least often enough so that the class 
should make at least one visit to each grade in which each subject was 
taught. 

As will be observed, the normal-training work was originally con- 
fined to the senior year. This was done in order that existing high- 
school courses might be disturbed as little as possible. But a year’s 
experience with the work as first outlined, together with the popular 
demand for its extension, led the State Board to provide that, beginning 
with the school year 1911-12, one- half year of hygienic physiology, one- 
half year of civics and one- half year of psychology should be required 
of all normal-training students in the junior year, together with sufficient 
other work from any regular high-school course to make the necessary 
four units; and that after that date the work in the senior year should 
consist of a year of American history, a year of physics, one-half year 
of methods and management, and a review of one-half year in arith- 
metic and of twelve weeks each in geograpny, grammar and reading, 
the reviews to be presented with special reference to methods of teaching. 
In 1915 the State Board of Education ruled that beginning with the 
class of 1917 at least one-half unit of agriculture was to be required. 

In August, 1917, the State Board of Education voted to require credit 
for one full year of civics and one full year of Agriculture from all can- 
didates for state normal-training certificates. The class of .1920 will 
be the first class to be affected by this ruling. ‘Thereafter this will be a 
permanent requirement. 

The normal-training movement is rapidly accomplishing the purpose 
for which it was instituted and is furnishing better-prepared teachers in 
increasing numbers for our common schools. 

Indeed, the normal-training act, in conjunction with the recent legis- 
lation requiring a graduated increase in the preparation for teaching, 
means that within a decade no teacher will be teaching, even in the rural 
schools of Kansas who has not had at least a full four years’ high-school 
course, including specific work in normal training. 

Graduates of the state normal schools are almost always able to se- 
cure grade- and high-school positions, and consequently rarely go into the 
country schools, nor would the establishment of additional state normal 
schools greatly improve conditions in this respect, because students would 


r7 
| 


Part VII.—Normal Training. 


not feel that they could go to the expense of leaving home and taking a 
four years’ course in order to prepare themselves to become country 
teachers. But the fact that under the normal-training act they can get a 
year’s professional training in the local high-school course, and at the end 
of it secure a state-wide certificate good indefinitely if successfully used, 
is serving at once to induce more young people to enter high school with 
the intention of becoming teachers and to hold more of those entering 
school until the course is completed. 

Moreover, this new course has given the high school itself a higher 
place in the esteem of the people, because it serves in part to meet their 
demand for curricula that are more practical; for even before there was 
any attempt at special preparation for the work, substantially 40 per 
cent of all our high-school graduates went immediately to teaching. 

Again, the introduction of the normal-training course has had a most 
salutary effect upon the entire school life of the communities concerned. 
It is the common observation of superintendents that the interest in 
school work is stimulated by the very immediate and definite end which 
the normal-training young people have in view, and that this feeling 
reaches and influences students not taking the normal work. The study 
of psychology, methods and management gives a new view to school prob- 
lems and school responsibilities, and this awakening has had a marked 
effect on the attitude of the whole school toward matters of discipline and 
administration. Then, too, the observation work has not only greatly 
benefited the prospective teachers, but by reacting upon the work of the 
teachers visited has also resulted in infusing new life and energy into the 
work of the grades. 

REGULATIONS. 


In accordance with the terms of the law the State Board of Education 
has formulated the following regulations governing the approval and 
operation of normal-training schools: 

1. High schools and academies to be eligible under the provisions of 
the normal-training act must: (1) Maintain a four-year course; prc: 
vided, however, that in counties in which no high school has a four-year 
course a three-year course may be approved. (2) In all high schools ap- 
proved under the terms of the normal-training act there shall be at least 
three regular high-school teachers, exclusive of the superintendent; pro- 
vided, however, that in those counties in which the three-year course is 
approved there shall be at least two regular high-school teachers, exclu- 
sive of the superintendent; provided further, that in counties in which no 
organized high school can meet the condition as to the number of teachers, 
these requirements may be modified at the discretion of the State Board of 
Education. (3) A teacher shall not teach more than six classes a day. 
(4) Before determining the eligibility of any high school there shall be 
sent to the state superintendent by the superintendent or board of educa- 
tion a certified list of pupils agreeing to undertake the normal-training 
course, and who shall have signed the following pledge: “We, the under- 
signed, hereby declare that our object in asking admission to the normal- 
training class in high school is to prepare ourselves for teaching, 
and it is our purpose to engage in teaching in the public schools of Kansas 
at the completion of such preparation. We pledge ourselves to remain in 
the class the required time unless prevented by illness, or unless excused 
by the state superintendent of public instruction.” All pupils who sign 
the pledge to take the normal-training course must be members either of 
the junior or senior class (these may be either juniors or seniors at 
time of signing, or those who will be juniors or seniors the coming year), 
state superintendent by May 1, each year. The legal requirement that 
a school to be entitled to the state aid for normal training “shall have 
in regular attendance in its normal-training course at least ten stu- 
dents” is understood to include the normal-training examination; that 
is, in each school at least ten students must write on the examination. 





8 \,. Course of Study for High Schools. 


(5) A reference library will be required, consisting of at least thirty 
volumes, and covering the suggestive list given on a later page, from 
which not less than two books shall be selected on each of the following 
subjects: principles of education, methods of instruction, school man- 
agement, industrial education, elementary agriculture, history of edu- 
cation. 

The requirements for entrance of pupils to the normal-training course 
shall be the same as the recognized standard of entrance to any other 
course in accredited high schools. 

Regular members of any high school, or the graduates of any high 
school, or any teacher holding a certificate whose previous work entitles 
him to enter the junior or senior year of an accredited high school, shall 
be eligible to take the normal-training’ course. 

Pupils shall not be permitted to take normal-training subjects earlier 
than such subjects are offered in the course of study. 

2. The normal-training course, as herein outlined, represents the 
work that is expected to be done by all high schools operating under 
the provisions of this act. It is required that the following distinctly 
normal-training work shall be done in the third year, namely: 

Civics, one unit. (One-half unit will be accepted for the classes 
of 1918 and 1919.) 

Physiology, one-half unit. 

Psychology, one-half unit. 

The distinctively normal-training work for the fourth year shall con- 
sist of: 

Methods and management, including a certain amount of observa- 
tion and training work, one-half unit. 

Review of arithmetic, one-half unit. 

Review of other common branches, one unit. 

The additional work ‘specifically required of normal-training students 

is: 
American history, one unit. 
Physics, one unit. 
Agriculture, one unit. (A full unit of agriculture will be required 
- of. the class of 1920 and thereafter. One-half unit will be ac- 
cepted for 1918 and 1919.) 

In addition to the arithmetic the reviews provided for in the senior 
year of the normal-training course shall consist of at least twelve weeks 
each of review work in geography, grammar and reading; and it is ex- 
pected that in all these reviews large emphasis shall be given to methods 
as well as to matter. 

The subjects for final examination in the junior year shall be civics, 

physiology, and psychology; those for final examination in the senior 
year shall be American history, methods, management, arithmetic, geog- 
raphy, grammar, and reading; and the candidates for the normal-train- 
ing certificates must take the examinations in all the above-named sub- 
jects. 
; 3. The requirements of instructors in normal-training courses in high 
schools accredited by the State Board shall be: First, said instructor shall 
hold a certificate qualifying him to teach in fully accredited high schools; 
second, shall have had special preparation for teaching the subjects he is 
called on to teach; third, shall have had at least two years of successful 
teaching experience; fourth, shall be approved by the state superintendent 
of public instruction to teach the specific subjects. These qualifications 
shall apply to the instructors in psychology, methods and management, 
the review subjects, and the supervisor of observation work. 

4. That all academies and high schools establishing normal-training 
courses in compliance with the rules and regulations of the State Board 
of Education, and not receiving state aid, may be designated and ac- 
credited by the State Board without reference to the number of pupils 
taking such course; provided, that all the other requirements shall be 


Part VII.—Normal Training. 9 


earried out. The graduates of such schools shall be entitled to the 
privilege of certification upon examination by the State Board. 

5. County and rural high schools shall be eligible to all the provisions 
_of the normal-training act; provided, that they agree to conform to con- 
ditions required by law, including the requirement relative to examina- 
tion and certification as set forth in the normal-training act of 1909. 


NORMAL-TRAINING COURSE. 


The following course meets the requirements of the State Board of 
Education for high schools which are approved for normal training. 
Electives should be. chosen in accordance with the arrangement given 
in the general list of high-school subjects. (See Part I.) 
' Fifteen units are required for graduation, but credits must be made 
in all the prescribed subjects. 
If two units in a foreign language are included in the electives, this 
course will be satisfactory for admission to most colleges. 


First YEAR. 

FIRST TERM. SECOND TERM. 
English. - English. 

Algebra. Algebra. 
Two electives. Two electives. 
SECOND YEAR. 

FIRST TERM. SECOND TERM. 
English. English. 

Geometry. Geometry. 

Agriculture. Agriculture. 

Elective. Elective. 
THIRD YEAR. 

FIRST TERM. SECOND TERM. 
English. English. 
Physiology. Psychology. 

Civics. Civics. 
One elective. One elective. 
FourRTH YEAR. 

FIRST TERM. SECOND TERM. 
American History. - American History. 
Physics. Physics. 

Methods and Management. Arithmetic. 
Reviews. Reviews. 


The reviews consist of twelve weeks each in Geography, Grammar, 


and Reading. 
TEXTBOOKS. 


The following are the textbooks prescribed by the State Board of 
Education as the basis of the work in the Normal Training and Agricul- 
tural classes: 

ARITHMETIC. The state text. 

GEOGRAPHY. The state text; but pupils will alse be expected to read 
and discuss Sutherland’s The Teaching of Geogr ae published by Scott, 
Foresman & Co., Chicago. 

GRAMMAR. State text. 

READING. Essentials of Teaching Reading, by Sherman and Reed, 
published by the University Publishing Company, Lincoln, Neb. 

AMERICAN History. James and Sanford’s American History, pub- 
lished by Charles Scribner’s Sons, Chicago, Ill. 


10 Course of Study for High Schools. 


PsycHoLocy. Betts’s The Mind and Its Education (Revised edition), 
published by D. Appleton & Co., Chicago, Il. 


METHODS. Charters’ Teaching the Common Branches, published by 
Houghton, Mifflin & Co., Chicago. j 


MANAGEMENT. Seeley’s A New School Management, published by 
Hinds, Noble & Eldridge, New York, N. Y. 


Civics. Guitteau’s Government and Politics in the United States, pub- 
lished by Houghton, Mifflin & Co. 


HYGIENIC PHYSIOLOGY. Conn and Budington’s Advanced Physiology 
and Hygiene, published by Silver, Burdett & Co., Chicago. 


AGRICULTURE. Waters’ The Essentials of Agriculture, published by 
Ginn & Co., Chicago; Call & Shaffer’s Laboratory Manual in Agriculture, 
published by the Macmillan Company, Chicago, I].; Eliff’s A Unit in Ag- 
riculture, published by Row, Peterson & Co., Chicago, Ill.; Hopt and 
Stafford’s Laboratory Manual in Elementary Agriculture, published by 
W. W. Welch Mfg. Co., Chicago. 


REFERENCE BOOKS. 


For lists of the necessary library reference books in agriculture, 
American history, civics, physiology and reading see the outlines of work 
in these subjects. In a number of schools the visits of the inspector and 
the results of the normal-training examination have both shown the 
American history library to be especially weak. 

In addition to the above, the following list of books has been selected 
for the pedagogical reference library which each approved school agrees 
to purchase. The first thirty volumes are regarded as the ones which it 
is essential that every normal-training high school shall procure. Those 
following are suggested as highly desirable supplementary references, 
and it is hoped that many school boards will see their way to purchase a 
number of these in addition to the required list. 


Bagley. The Educative Process. The Macmillan Company. 
Salisbury. The Theory of Teaching. Row. Peterson & Co. 

Parker. Talks on Pedagogics. A. S. Barnes & Co. 

White. The Art of Teaching. American Book Company. 

White. The Elements of Pedagogy. American Book Company. 
White. School Management. American Book Company. 

Dutton. School Management. Charles Scribner’s Sons. 

Roark. Method of Education. American Book Company. 

Sara Louise Arnold. Waymarks for Teachers. Silver, Burdett & .Co. 
10. Sutherland. The Teaching of Geography. Scott, Foresman & Co. 
11. Winship. Great American Educators. American Book Company. 
12. Anderson. History of Common School Education. Henry. Holt & Co. 
13. Dinsmore. Teaching a District School. American Book Co. 

14. Sabin. Common Sense Didactics. Rand, McNally & Co. 

15. Brumbaugh. The Making of a Teacher. Sunday School Times. 

16. Johnson. Education by Plays and Games. Ginn & Co. 

17. Arnold. Reading: How to Teach it. Silver, Burdett & Co. 

18. Clark. How to Teach Reading. Scott, Foresman & Co. 

19. Bryant. How to Tell Stories to Children. Houghton, Mifflin & Co. 
20. James. Talks to Teachers on Psychology. Henry Holt & Co. 

21. James. Psychology, Briefer Course. Henry Holt & Co. 

22. Scheffer. Thinking and Learning to Think. J. B. Lippincott & Co. 
23. McKeever. Psychologic Method in Teaching. A. Flanagan & Co. 
24. Kern. Among Country Schools. Ginn & Co. 

25. Warren. Elements of Agriculture. The Macmillan Company. 

26. Bailey. Principles of Agriculture. The Macmillan Company. 

27. McMurry. Elements of General Method. The Macmillan Company. 
28. McMurry. The Method of Recitation. The Macmillan Company. 


2 90 23 SU 0 PO 


Part VII.—Normal Training. 11 


Park. Educational Wood Working for School and Home. The Mac- 
_millan Company. 

Mary Woolman. Sewing Course. Frederick A. Fernald, Buffalo. 

McMurry. Special Method in History. The Macmillan Company. 

McMurry. Special Method in Elementary Science. The Macmillan 
Company. 

McMurry. Nature Study Lessons. The Macmillan Company. 

McMurry. Special Method in Geography. The Macmillan Company. 

McMurry. Special Method in Reading for the Grades. The Macmil- 
lan Company. 

McMurry. Special Method in Language. The Macmillan Company. 

McMurry. Special Method in Arithmetic. The Macmillan Company. 


. Nolan. One Hundred Lessons in Elementary Agriculture. Acme 


Publishing Company, Morgantown, W. Va. 

Burkett, Stevens and Hill. Agriculture for Beginners. Ginn & Co. 

Chubb. The Teaching of English. The Macmillan Company. 

Page. The Theory and Practice of Teaching. American Book Com- 
pany. 

Seeley. History of Education.. American Book Company. 

Bender. The Teacher at Work. A. Flanagan & Co. 

Hughes. Mistakes in Teaching. A. S. Barnes & Co. 

Rae Elementary Experiments in Psychology. Henry Holt 

oO. 

Everett. Ethics for Young People. Ginn & Co. 

Trybom. Cardboard Construction. . The Milton Bradley Co., Spring- 
field, Mass. 

Lind. The Best Method of Teaching in Country Schools. Hinds, 
Noble & Eldredge. 

Bagley. Classroom Management. The Macmillan Company. 

Wray. Jean Mitchell’s School. Public School Publishing Co., Bloom- 
ington, Ill. 

Boone. Education in the United States. D. Appleton & Co. 

Barrett. Pedagogy. D. C. Heath & Co. 

Sanders. Management and Methods. A. S. Barnes & Co. 

Quick. Educational Reforms. D. Appleton & Co. 

Chamberlain. Standards in Education. American Book Company. 

Stephens. Phelps and His Teachers. Hammond & Stephens, Fre- 
mont, Neb. 

Fisher and Cotton. Agriculture for ‘Common Schools. Charles 
Scribner’s Sons. 

Hodge. Nature Study and Life. Ginn & Co. 

Horne. Philosophy of Education. The Macmillan Company. 

Hanus. Educational Aims and Educational Values. The Macmillan 
Company. 

Freeman. The Psychology of the Common Branches. Houghton, 
Mifflin & Co., Chicago. 

McClellan & Dewey. The Psychology of Numbers. D. Appleton & 
Co., Chicago. 


. Brown & Coffman. How to Teach Arithmetic. Row, Peterson & 


Co., Chicago. 

David Eugene Smith. The Teaching of Arithmetic. Teachers’ Col- 
lege, New York City. 

Henry Suzzallo. The Teaching of Primary Arithmetic. Teachers’ 
College, New York City. 

McMurray. Maps and How to Teach Them. The Macmillan Co., 
Chicago. 

Wilson & Wilson. Motivation of School Work. Houghton, Mifflin & 
Co., Chicago. 

George Strayer. A Brief Course in the Teaching Process. The 
Maemillan Company, Chicago. | 

Earhart. Types of Teaching. Houghton, Mifflin & Company, Chi- 
cago. 


12, Course of Study for High Schools. 


PRACTICE TEACHING. 


No practice teaching is required or expected. When teachers are 
temporarily absent, however, the members of the normal-training class 
should be utilized as substitutes. But in all such cases the members of 
the class to so act should be given preliminary notice, if possible, and the 
work they are to do should be outlined and canvassed with them by the 
teacher or superintendent. 


EXAMINATION. 


All applicants for normal-training certificates must furnish for the 
office of the state superintendent of public instruction a certificate signed 
by the principal of the high school or academy, showing that they are 
graduates, or will be graduates by June 1, of a full four-year course, in- 
cluding the required work in normal training, and that such school has 
been duly recognized for normal-training work by the State Board of 
Education. This certificate shall include a transcript of all grades made 
during the four years. 

Only those pupils will be eligible to the examination whose pledges 
are on file in the office of the state superintendent of public instruction. 

Applicants must be examined in the branches heretofore named; viz., 
Juniors: civics, hygienic physiology, and psychology; seniors: American 
history, methods, management, arithmetic, geography, grammar, and 
reading. 

It is expected that this examination will not go beyond the material / 
outlined in the high school course of study; and it will deal with methods 
of teaching as well as subject matter. 

Juniors may carry grades of 60 per cent or better to the senior year; 
and applicants failing to secure certificates may carry both junior and 
senior grades of 85 per cent or better for one year from the time of 
graduation; and at the next examination they may write upon the sub- 
jects in which they have fallen below that grade. 


RENEWAL OF CERTIFICATES. 


The State Board of Education has established the following rules 
governing the renewal of normal-training certificates: 


FIRST RENEWAL. 


1. Evidence of successful experience and professional interest on the 
part of holders of such certificates satisfactory to the State Board of 
Education. 

2.. Holders shall attend two county teachers’ institutes; provided, 
that attendance at an approved summer training school for two sum- 
mers shall be accepted in lieu of such institute attendance. 

3. Holders shall have taught one year of at least twenty-eight weeks 
out of the two years, and shall have complied with all requirements of 
the superintendent with reference to professional reading and attend- 
“ance upon teachers’ meetings. 

4. Holders shall read and furnish the State Board of Education a 
review of not less than three legal-cap pages of Colgrove’s ‘‘The Teacher 
and the School,” published by Charles Seribner’s Sons, Chicago, Ill. 
Mailing price, $l. 25. 

5. Two years’ attendance in a higher institution of learning will be 
accepted in lieu of all other requirements, and one year of such attend- 
ance will be accepted in lieu of attendance at one institute or summer- 
school session. 

SECOND RENEWAL. 


1. Evidence of successful experience and professional interest on the 
part of holders of such certificates satisfactory to the State Board of 
Education. 


Part VII.—Normal Training. 13 


2. Holders shall attend two sessions of a professional county teach- 
ers’ institute, or one session of a four-weeks’ academic institute, or of 
an approved summer school. 

3. Holders shall have taught one year of at least twenty-eight weeks’ 
and shall have complied with all requirements of the superintendent with 
reference to professional reading and attendance upon teachers’ meetings. 

4, Holders shall read and furnish the State Board of Education a re- 
view of not less than three legal-cap pages of Seerley’s “The Country 
Serie published by Charles Scribner’s Sons, Chicago, Ill. Mailing 
price, $1. 

5. Two years’ attendance in a higher institution of learning will be 
accepted in lieu of all other requirements, and one year of such attend- 
ance will be accepted in lieu of attendance at one institute or summer- 
school session. 

THIRD RENEWAL. 


1. Evidence of successful experience and professional interest on the 
part of holders of such certificates satisfactory to the State Board of 
Education. 

2. Holders shall attend two sessions of a professional county teach- 
ers’ institute, or one session of a four-weeks’ academic institute or of an 
approved summer school. 

3. Holders shall have taught one year of at least twenty-eight weeks, 
and shall have complied with all requirements of the superintendent 
with reference to professional reading and attendance upon teachers’ 
meeting's. 

4. Holders shall read and furnish the State Board of Education a re- 
view of not less than three legal-cap pages of Kendall & Mirick’s “How 
to Teach the Fundamental Subjects,” published by Houghton, Mifflin & 
Co., Chicago, Ill. Mailing price, $1.25. 

5. Two years’ attendance in a higher institution of learning will be 
accepted in lieu of all other requirements, and one year of such attend- 
ance will be accepted in lieu of attendance at one institute or summer- 
school session. 
FOURTH RENEWAL. 


1. Evidence of successful experience and professional interest on the 
part of holders of such certificates satisfactory to the State Board of 
Education. 

2. Holders shall attend two sessions of a professional county teach- 
ers’ institute, or one session of a four-weeks’ academic institute or of an 
approved summer school. 

3. Holders shall have taught one year of at least twenty-eight weeks, 
and shall have complied with all requirements of the superintendent with 
reference to professional reading and attendance upon teachers’ meetings. 

4. Holders shall read and furnish the State Board of Education a re- 
view of not less than three legal-cap pages of Henderson’s ‘‘What It is. 
to be Educated,” published by Houghton, Mifflin & Co., Chicago, Ill. 
Mailing price, $1.50. 

5. Two years’ attendance in a higher institution of learning will be 
accepted in lieu of all other requirements, and one year of such attend- 
ance will be accepted in lieu of attendance at one institute or summer- 
school session. 


As a further explanation of the above requirements, the following 
points are to be noted: 

The evidence as to successful experience and proper professional 
spirit will be secured through the superintendent under whom the appli- 
cant for renewal has taught. 

Attendance upon institutes or summer schools is to be interpreted to 
mean attendance upon and actual participation in the regular work of 
the sessions for at least ninety per cent of the time, as in the case of 
holders of first-grade certificates. 


14 Course of Study for High Schools. 


Before the certificate is renewed, satisfactory evidence that the pro- 
fessional reading, designated under item 4 in each case, has been sys- 
tematically done, will be required. This reading is intended in no way 
to take the place of, or interfere with, any requirements the superin- 
tendent may make as to the regular Reading Circle work, but is special 
and additional reading. 

Normal-training certificates should be registered with the superin- 
tendents of the counties, or the clerks of the boards of education of the 
cities of the first and second class, in which they are being used, the 
same as regular state certificates. 

About March 1, before the expiration of the certificate, application 
should be made to the state superintendent of public instruction for a 
renewal blank in case the necessary requirements have been met. 


PSYCHOLOGY. 
(One-half unit.) 


George H. Betts, professor of Psychology in Cornell College, Mount 
Vernon, Iowa, author of the text “The Mind and Its Education,” used in 
the high schools of Kansas, offers the following suggestions to the teach- 
ers of psychology in our high schools. 


THE POINT OF VIEW. 


Psychology is not a subject to be learned or committed to memory as 
so many interesting or curious facts. It is rather to be looked upon as 
affording the means by which we arrive at a better understanding of our 
own lives and the lives of those about us. Its purpose is more intelligent 
self-direction, and more successful guidance of others. Failing in this, it 
has missed its object, and lost the greater part of its value. 

Many have thought of psychology as being an abstract subject; noth- 
ing could be farther from the truth. Psychology is essentially a iabora- 
tory study—with the laboratory always within us, or round about us. 
For psychology deals with life—not life in the abstract, but your life and 
mine as we live it in the day’s work or its play. And it‘is this life that 
we must study. Of course we must use a textbook; but there is really no 
psychology in a textbook, just as there is no botany or geology in a text- 
book. The botany and geology exist in the great world of nature outside; 
the textbook only tells us what to look for in the world of nature. The 
textbook in psychology only tells us how to study and understand the 
mental lives of ourselves and other people; it is a kind of labortaory 
guide in the great world of mind. What is in the textbook exists first of 
all in you and me. 

If we approach psychology in this attitude, we shall find it one of the 
most fascinating and helpful of studies; it will make us better students 
and teachers, give us better self-mastery, result in a larger sympathy and 
charity for others, and teach us the value and force of motives. On the 
other hand, if we approach the subject-as a textbook full of mere facts 
to be lear ned, we shall find it a dry and fruitless study, of little service in 
our education. 

THE METHOD OF STUDY. 


The textbook is, of course, to be thoroughly mastered. This will not be 
difficult, for the matter is simple and interesting. But the statements of 
the text should always be verified by reference to one’s own experience 
and by observation of others. This is to say that assertions in the book 
are never to be taken for granted; they are to be constantly tested in the 
laboratory of experience. Such tests are usually not hard to make, but 
they should be definitely made. Time for introspection and observation 
should always be counted upon in the assignment of lessons; and the dis- 


Part VII.—Normal Training. 15 


cussion of such observation and introspection should be a part of every 
recitation. 

In normal training classes the work in psychology should constantly 
be correlated with the observation work and practice teaching done by 
the students. No better method of mastering the fundamental truths of 
psychology, or of making these truths immediately helpful, can be de- 
vised than the study of a group of children as they are at work in school. 
Not only will this method cultivate the habit of careful observation, but 
it will also serve to make the observation intelligent. 


THE AIM—RESULTS SOUGHT. 


Psychology should be taught in the high school with a very definite 
aim. This aim should be immediate and concrete. It should seek certain 
specific results, which may be stated under the heads of (1) fruitful 
knowledge; (2) right attitude; (3) applied skills. 

KNOWLEDGE TO BE GAINED. The facts learned in high-school psy- 
chology should consist of the great fundamentals upon which all are 
agreed; there is no place for the speculative, the controversial, nor the 
merely curious. The knowledge sought should be such as will be imme- 
diately and definitely fruitful (1) in understanding and managing one’s 
own mental life, and (2) in understanding and directing the minds of 
others. This is to say that the facts studied by prospective teachers 
about attention, memory or the will should be such as will enable the 
learner to apply them to the development of better powers of attention, . 
memory, or will in himself and those he teaches. 


RIGHT ATTITUDES. It is not enough to lodge certain psychological in- 
formation in the minds of students. Certain attitudes must also be cul- 
tivated. By attitudes is meant the complex of interests, ideals, standards, 
habits, etc., which constitute the groundwork of our motives, and there- 
fore of our acts. These are quite as important as the knowledge itself. 

More specifically, the student must not only come to know the facts 
about perception, volition, and reasoning, but also come to demand higher 
standards in his own perceiving, willing, and thinking. His standards 
must be elevated, his wants as related to these things improved. He 
must develop a pride in efficient mental processes. For the prospective 
teacher these attitudes must carry across to the desire to develop this 
mental efficiency in his pupils. The study of psychology must therefore 
develop an attitude of interest in others, a tendency to study human 
nature, and habit of seeking to interpret accurately the mental states of 
those with whom we work. 


SKILLS TO BE SECURED. The aim of teaching psychology is not fully 
accomplished until the knowledge appropriated and the attitudes developed 
actually carry across to the point where they result in (1) the more 
effective use of our own minds, and (2) the more skillful teaching or 
directing of the minds of others. That is, our psychology must be put 
at work—it must eventuate in mental skill. We should never for a 
moment forget that we study attention that we may learn to use our 
own attention better or lead our pupils to this end; that we study memory 
to improve methods of memorizing and skill in remembering; that our 
whole study of psychology is for the purpose of securing a greater skill 
in understanding and directing human nature—our own or some one 
else’s. It is fair to say, then, that the success of instruction in high- 
school psychology must be measured by the increased mental skills de- 
veloped through its study. 


METHOD OF PRESENTATION. 


The point of view set forth suggests the fundamental method to be 
employed in teaching psychology. It is not as already stated, to be 
‘“Jearned,” but to be observed, experienced, verified, discovered, under the 
_ actual conditions of living. The textbook must never become the master, 


16 Course of Study for High Schools. 


} 
} 


but must always be the servant. Many problems, questions, applications 
will constantly throng in upon the class. Some of these will be suggested 
by the instructor, others will come from the class itself. If this concrete, 
practical material does not spontaneously arise, there is something the 
matter with the method used. 

The psychology hour should be very informal. There should be little 
lecturing by the instructor, and much discussion participated in by all. - 
The facts of the text should be brought out and thoroughly mastered. 
But they must also be applied and illustrated—put at work on the most 
immediate and concrete problems of the class or the school. 

Hardly a lesson should pass without some definite assignment and 
discussion of practical psychological problems. These may in part grow 
out of the experiences of the students themselves, and in part out of their 
observation of others, both in school and outside. A few illustrations of 
such applications follow: 

1, You have observed that you attend to your lessons more easily on 
some days than others. Account for these differences, considering effects 
of (1) physical tone and fatigue, (2) interest, (3) distracting experi- 
ences, (4) determination, will power, purpose. 

Observe difference in two teachers’ ability to hold attention in the 
recitation; account for the difference. 

2. Investigate the types of memory represented in the class. For 
example, some have good verbal memory; others good logical memory. 
Explain differences that these types will cause in learning; in teaching. 

Try committing two equally hard poems, one stanza by stanza, the 
other by going repeatedly over the whole. 

3. Allow the class to look at a picture which is new to all for thirty 
seconds. Then test observation by calling for description, or for enumera- 
tion of objects in the picture. Have the class repeat the experiment by 
observing a landscape; a person; a store window full of goods; the colors 
of a sunset. What relation has power of observation to imagination; to 
speech, to thinking? 

4. Bring in observed instances of the various instincts, both in people 
and in animals. Examples of suppressed instincts; of modified instincts; 
of temporary instincts. The application of all this to education and de- 
velopment. 

5. Observation of differences in moods; seek causes of mood varia- 
tions; the effect of mood on inclination to work, and actual power of 
effort. Study the prevalent moods of different school rooms, and esti- 
mate the effects on study and learning; on the growth of disposition. 


APPLICATION OF PSYCHOLOGY TO TEACHING. 


It is not to. be forgotten in the normal-training high school that the 
students of psychology are studying it to become better teachers. There 
should therefore be constant attempt to apply the truths learned to 
each in the different subjects and to managing the school. 

Illustrations of points of contact of psychology with different school 
subjects may be shown by pointing out the mental activities prominent 
in each branch. 


GEOGRAPHY requires: 

1. Good observation of natural environment, 7. e., alert, trained per- 
ception, and the habit of attention to one’s surroundings. This rests on 
cultivated interests in the world about. 

2. Trained imagination, to picture peoples, places and conditions out 
of the range of immediate observation. It is this power that will make 
geography live, real and interesting. 

3. Memory for relatively detached facts. Many of the facts of geoz- 
raphy do not fit into a related logical system. 

4. Power to think out the problems presented. For example, Why do 
most of the main lines of railroads cross the country east and west 


Part VII.—Normal Training. 17 


instead of north and south? If Florida can raise as good grape fruit 
as California, which will finally lead in the industry? Why do the 
plains east of the Rockies have little rainfall? 

5. Appreciation (interest, feeling, emotion) of the wonders and beau- 
ties of nature; of the earth as supplying our needs; of the interde- 
pendence of men and nations on each other’s work and service. 

Similar outlines should be worked out by the class for each school 
subject. This should be done in connection with observation work or 
practice teaching. For example, let the class note how often a reading 
lesson fails of appreciation because the imagination has not made the 
situations and characters real; how often facts of history or science are 
memorized with no interest or understanding because thought has nct 
shown the meaning or relations; how often attention flags from lack 
of interest. 3 

In the same way the bearing of psychology on school management 
and the direction and control of children should be shown. For ex- 
ample, the ripening of instincts will serve as a key for understanding 
the interests and activities of different stages of development. Tempera- 
ments and moods will help understand disposition. Interest in motor 
actwity will suggest methods of control. The laws of habit prove the 
necessity of following from the first a right routine in the use of signals, 
passing classes, etc. Facts concerning the will show why the schoo! 
should encourage heroic effort, persistence, and the habit of achievement. 

Many other practical applications of psychology will occur to the 
ingenious teacher. The great aim is to make psychology a habit with 
your students. Lead them to see that psychology is a science of human 
nature, and that its facts and laws can be made of constant service in 
the business of teaching and in the business of living. 


METHODS AND MANAGEMENT. 


(One-half unit.) 
METHODS. 


This outline is based upon Charters’s “Teaching the Common 
Branches.” Freeman’s “The Psychology of the Common Branches’ 
should be used in connection with the chapters on spelling, penmanship, 
reading, drawing, music, geography, history, and arithmetic. 


SUGGESTIONS TO TEACHERS. 


The points in parts I, II, III, [IV and V of the outline should be thor- 
oughly discussed before taking up the study of the Charters’s book. No 
text material that discusses these points need be sought, except for III 
and V, but each student should face them as common-sense theses which 
can be defended out of one’s practical knowledge and experience. Part 
VI of the outline should be used as a guide in studying each chapter of 
the Charter’s book and the reference material. The topics discussed in 
each chapter should be treated from the standpoint of their bearing upon 
the points in part VI of the outline. 

A clear distinction should be made between method, device and tech- 
nique. Helpful material on these points will be found in Nutt’s “A 
Handbook for Supervisors of Student Teachers,” page 11; and “A Hand- 
book for Student Teachers,” page 4, Habits that the Teacher Must 
Form. (These booklets may be secured free of charge by writing the 
Dean of The School of Education, University of Kansas.’ The teacher 
should place much emphasis upon the problem of acquiring proper, ac- 
curate and reliable technique. Good economical devices should be given 
special attention. 

Part II of the outline should be used as-a guide in discussing the 
problems that are enumerated in part VII. This will organize the refer- 
ence material in a definite and usable form. 


2—H. S. Part 7 


18 - Course of Study for High Schools. 


I. Fundamental principles involved in determining the method in 

any subject. 

. Thorough and adequate knowledge of the facts in the 

subject. 
Knowledge of the central idea or organizing principle in 
the subject. 
Knowledge of the scope of the subject as determined by 
the central idea. 
Knowledge of the divisions and subdivisions of the sub- 
ject as determined by the central idea. 
Knowledge of the relative importance of the divisions sae 
subdivisions. 
Knowledge of the mental processes involved in learning 
the facts in the subject. 
Knowledge of the mental effects produced in the mind of 
the learner in mastering the facts in the subject. 
Knowledge of the fundamental law of the mind, which is 
that the mind in its process of learning any fact: 
Becomes aware of it as a vague whole. 
Analyzes it into its essential elements or parts. 
Reunifies it around some dominant element or part. 
Reiterates this process until it becomes habit or a 
permanent part of the mind. 
II. Fundamental principles involved in determining the method in a 

recitation. 

A. Thorough knowledge of the facts in the lesson. 

Relation of these facts to the rest of the subject. 
Purpose for which the lesson has been assigned. 
Mental processes involved in learning the facts in the 
lesson. 
Mental effects to be produced through mastering the facts. 
Age and maturity of the pupils in the class. 
Experience and training of the pupils. 
Motives that the pupils may have for studying the subject. 
Correlation of the facts in the lesson with the facts in 
‘other subjects and with problems of interest to the pupils. 


Ill. Fundamental methods. 
A. Deduction. 
1. Definition. 
2. Illustrations. 
B. Induction. 
1. Definition. 
2. Illustrations. 
C. Analytic. 
1. Definition. 
2. Illustrations. 
D. Synthetic. 
1. Definition. 
2. Illustrations. 


IV. Fundamental devices. 
A. Physical or mechanical. 
1. General. 
a. Reference books, encyclopedias, dictionaries, 
maps, charts, blackboards, stereopticon, etc. 


Boa eee 


OO 


Mma COW 


2. Special. 
a. Special apparatus, outlines, pictures, slides, 
etc. 


B. Intellectual. 
1. Lecture. 
2. Questions. 
3. Objective presentation of facts. 
4, Correlations, ete. 


Part VII.—Normal Training. 19 


V. Fundamental phases of technique. 
A. General. (See Nutt’s “A Handbook for Student Teach- 
ers,” pages 4 to 6, under Habits that the Teacher Must 
Form.) 
B. Special. (See Nutt’s “Special Outline for the Course in 
Technique of Teaching.’’) 


VI. Application of the fundamental principles involved in determining 
method to the organization and teaching of any subject. 

A. What is the central idea in the subject or the purpose for 
which it is being taught? 
What is the scope of the subject as determined by this 
purpose? 
What are the divisions and subdivisions of the subject? 
What is the relative importance of the divisions and sub- 
divisions? 
What are the mental processes involved in learning the 
facts in the subject? 
What are the mental effects produced in the mind of the 
learner through mastering the facts in the subject? 
What method will best secure the desired results and how 
may the work be vitally motivated? 
What devices are most effective and economical? 
What definite teaching habits or technique will insure the 
best practices in teaching the subject? 

In using this outline as a guide in studying the Charter’s book, the 
lesson assignments should be made in the following manner, taking the 
chapter on spelling for example: (Lesson one) Read the entire chapter 
to find material that will help in determining the central idea, the scope, 
the divisions and subdivisions, and the relative importance of the di- 
visions and subdivisions in spelling. Set down in outline form the con- 
clusions reached on each of these points, and be prepared to defend your 
point of view. (Lesson two) Read the entire chapter to find material that 
will help in determining the mental processes involved in learning to spell, 
and the mental effects that are produced in the mind of the learner. Read 
also chapter 6 in Freeman’s “Psychology of the Common Branches” for the 
same purpose. Set down in outline form the conclusions reached on these 
points, and be prepared to discuss them. (Lesson three) Read chapter 1 
in Charters and 6 in Freeman again to find material that will help in 
determining the method, the motivation, devices, and the technique that 
are best for teaching spelling. Read, also, Wilson, “Motivation of School 
Work,” for material on motivation, and Nutt, “A Handbook for Student 
Teachers,” Habits that the Teacher Must Form, for points in technique. 
Set down in outline form the conclusions reached on each point and be 
prepared to discuss them. 

If only one lesson is to be given to the discussion of a subject, as is 
suggested in the outline below, the entire nine points in outline III 
should be assigned as above. The outline of conclusions made by the 
student should be very carefully constructed so that it may serve as a 
practical handbook for the student when he or she goes out to teach 
these subjects in the public school. One of the most helpful things that 
can be done is to show the relative importance of the divisions and sub- 
divisions in the subject by making an outline of lesson assignments for 
the whole course based upon the text that will be used in teaching i}, 
and in keeping with the suggested outline in the State Course of Study. 

Much emphasis should be given to the importance of develeping good 
habits of teaching or technique through conscious effort to practice right 
habits. The normal-training teacher should set a good example. 


son a a Re ek a oe 


20 ‘Course of Study for High Schools. 


SUGGESTED DISTRIBUTION OF LESSONS. 


Speliing. (Three lessons.) 
Penmanship. (One lesson.) 
Language. (Four lessons.) 
Grammar. (Four lessons.) 
Reading. (Six lessons.) 
Drawing. (One lesson.) 
Music. (One lesson.) 
Handicrafts. (Three lessons.) 
Geography. (Three lessons.) 
History. (Four lessons.) 
Civics. (One lesson.) 
Arithmetic. (Four lessons.) 
3. Physiology and hygiene. (Two lessons.) 
14. Agriculture. ' (Two lessons.) © 
VII. Types of recitations. (Four lessons.) 
A. The study recitation. 
B. The drill recitation. 
C. The review recitation. 
D. The developmental or discussion recitation. 
(See especially Strayer’s “A Brief Course in the Teaching Pro- 
cess,” and Earhart’s “Types of Teaching.”’) 
VIII. Lesson plans. (One lesson.) (See Charter’s ‘Methods of Teach- 
ing,” and Nutt’s ““A Handbook for Student Teachers.”) 


MANAGEMENT. 


This outline is based upon Seeley’s “New School Management”; but 
upon the topics with which they deal constant reference should be made 
to White’s “School Management,” Dutton’s “School Management,” Dins- 
more’s “Teaching a District School,” Sabin’s “Common Sense Dadactics,” 
and McKeever’s “Psychologic Method in Teaching,” in the normal- 
training reference library. 


SUGGESTIONS TO TEACHERS. 


S {O90 I GUY go DO 


_ 
hoe 


e 
w 


One of the largest problems in’ teaching school management is the 
matter of securing an adequate understanding of the rural life, the 
rural problems, and the rural type of school organization. Many of 
the teachers in the rural schools have never attended a rural school and 
have no background of actual. experience against which to project the 
discussions upon the problems of management. Therefore one of the 
most helpful things that the normal-training teacher can do is to gather 
as much concrete data as possible concerning the schools in the county 
where she is teaching. The following outline may serve as a guide in 
accumulating helpful data. The purpose of the data is to serve as a 
sort of intellectual background which may to a considerable degree take 
the place of the actual experiences that are lacking and enable the 
discussions on management to be pointed to definite situations in a prac- 


tical manner. 
USEFUL DATA. 


I. A map of the county showing the location of schools and their 
surroundings. : This map should be carefully studied to give an 
appreciation of the isolation of the pupils and the distances they 
must travel in getting to school. 


Part VII.—Normal Training. 21 


If. For each public school the following information should be secured: 
A. No. of district. 
B. Enrollment. 
1. Boys. 
a. Number. 
b. Race and nationality. 
~ (1) Number of each. 
(2) Range of ages. 
2. o45irle. 
a. Number. 
b. Race and nationality. 
(1) Number of each. 
(2) Range of ages. 
C. Grades. 
1. Number in the current year 
2. Number in the past year. 
D. Daily program. 
1. For current year. 
2. For past year. 
a. Buildings. 
1. Main. 
a. Kind and size. 
b. Interior arrangement and equipment. 
(1) Cloakrooms. 
(2) Seats, kind and arrangement. 
(8) Heating apparatus, kind and arrange- 
ment. 
(4) Decorations, and condition of floors. 
(5) Windows, number and placement. 
(6) Window shades and shutters, kinds. 
(7) Blackboard, amount and placement. 
8) Library, size and placement. 
ei Outbuildings, kind, number and location. 
F. Playground, size, condition of surface. 
G. Play equipment. 


Iif. Clerical material. 
A. School register. 
B. Report blanks, and grade cards. 
C. List of school supplies. 
1. Furnished by district. 
2. Furnished by teacher for her own use. 
D. List of instructions from county superintendent. 


The material thus collected should be carefully studied until the stu- 
dents begin to feel acquainted with actual school situations. Then the 
principles of management can be discussed in the light of their applica- 
tion to the solution of the problems that the students see will exist in 
these real schools. 

Another outstanding problem in management is that of discipline. 
The principles involved and the technique of applying them should be 
given very careful study and great emphasis. The modern point of view 
must be clearly comprehended in order that actual practices in disciplin- 
ing pupils may cease to be medieval in spirit and effect. The following 
suggestions may be helpful in getting this point of view clearly in mind: 


1. No act of discipline and no form of punishment should ever be 
administered as a penalty for the offense committed, but as a 
means of making the offender realize that the real wrong is his 
attitude of mind, his willingness to commit such an act, and that 
the only amelioration of the offense is to change his attitude. 


No act of discipline and no form of punishment should be admini- 
stered in such a way as to make the offender an example before the 


bo 


22 


Course of Study for High Schools. 


school, but in such a manner that the offender is made to feel he 
is given an opportunity to redeem himself by personal help and ad- 
vice of the teacher without his weakness being paraded before pub- 
ie gaze. 
Rules and regulations should be clearly set forth at the outset and 
the function that they are to serve in promoting the welfare of the 
school as a whole carefully explained, but thereafter each offender 
should be talked to individually even though several may have com- 
mitted the same offense at the same time. Seek the confidence of 
the individual and make him feel that his integrity in facing the 
situation fairly can be trusted. 


Never hold up one student as a model to another, and never discuss 
the conduct of one student with another. Hold up ideals of group 
welfare and seek the PIO Ge AE of.the individual in realizing the 
ideals.. 


Never announce in advance eae the punishment will be for any 


offense, and never threaten what will be done in any case. The 
pupil is sometimes led to commit an offense because he has con- 


‘tempt for the punishment. Keep suggestion one constantly in mind 


as the goal of all successful discipline. 


Make pupils feel that your presence and watchtuliees is just as 
helpful in overcoming weaknesses of conduct as it is in overcoming 
difficulties in his other lessons. 


The outline below is intended to help in the formation of daily sys- 


tematic procedure in checking up on the important items of manage- 
ment so that an effective technique or body of habits will be formed. 
The teacher should form the habit of daily checking up the condition of 
the school surroundings before the pupils arrive; second, the condition 
of the schoolroom; third, those items of school management that need to 
be routinized by daily planning; fourth, those items of class manage- 
ment that should be routinized; and fifth, those items of self-manage- 
ment that are most important for the teacher to keep in mind constantly. 


I. Definition of school management. 


A. Central idea. 
B. Scope. 
C. Divisions and subdivisions. 
1. The school surroundings. 
a. The school grounds. 
b. The school building. 
c. The outbuildings. 
_ 2. The schoolroom. 
a. Furniture, Ldekboards, floors, decorations, etc. 
b. Lighting. 
c. Temperature. 
d. Ventilation. 
3. The school. 
a. Classification and gradation. 

(1) Comparison of city and country schools 
as to grading. 

(2) Can country schools be graded? (See 
State Course of Study for Rural Schools.) 

(3) Advantages of graded schools. 

(4) Consolidation of schools. (Secure pamph- 
let on Consolidation from State Superin- 
tendent’s office.) 

b. The permanent program. 

(1) Place before the school. 

(2) Order of subjects. 

(3) Recitation periods. 


Part VII.—Normal Training. 23 


cL Definition of school management—continued. 

(4) Study periods. 

(5) Intermissions. 

(6) Alterations. (See Course of Study for 
Rural Schools of Kansas, 1914, General. 
Suggestions.) 

ec. Records. 

(1) Attendance. 

(2) Grades. 

(3) Reports to— 

(a) Pupils and parents. 
(b) Superintendents, county and state. 
d. Government. 
® : (1) Aim of discipline. 

(2) Rules. 

(3) Government by incentives. 

(4) Appeals to honor, self-respect, ete. 

(5) Aim of punishment, and principles govern- 
ing its use. 

(6) Kinds of punishment. (See especially 
Dutton, White, and Dinsmore.) 

e. School evils and how to treat them. 

(1) Carelessness. 

(2) Laziness. 

(3) Tardiness. 

(4) Irregularity in attendance. 

(5) Tattling. 

(6) Whispering. * 

(7) Lying, cheating, stealing. 

(8) Impudence. 

(9) Rebellion. 

f. School virtues and how to cultivate them. 

(1) Neatness. 

(2) Accuracy. 

(3) Silence. 

(4) Industry. 

(5) Truthfulness. 

(6) Conscientiousness. 

(7) Politeness. 

(8) Obedience. 

The teaching of morals in school. 

(1) By example of the teacher. 

(2) Informally by using incidents in the daily 
school life. 

(3) Formally by specific lessons. (See es- 
pecially White and Sabin). 

4. The class. 
a. General. 
(1) Incentives to school work. 
(a) Emulation. 
(b) Class rank. 
(c) Prizes. 
(d) Marking; why; when; how. 
(e) The value of these stimuli as com- 
pared with subject matter itself. 
(See especially Dutton and White). 
(2) Promotion. 
(a) Purpose of. 
(b) Frequency of. 
(c) “Basis: of... 


24 Course of Study for High Schools. 


I. Definition of school management—continued. 


(3) 


Examinations, tests, and reviews. 
(a) Examinations; characteristics of; 
educational value of; character. 
(b) Tests; purpose; character. 
(c) Reviews; when; why; how. 


b. The recitation. 


(1) 
(2) 


(3) 
(4) 
(5) 


(6) 


Purpose. 

Routinizing such matters as passing and 
collecting papers, manner of passing to 
and from blackboard, etc. 

Assignment of next day’s lesson; when; 
amount of time. 

How the pupil should prepare for the 
recitation. 

How the teacher should conduct the reci- 
tation. (See Nutt’s “A Handbook for 
Student Teachers,” page 4, In Reference 
to Teaching.) 

The five formal steps. (See especially 
Dutton, McKeever and Sabin.) 


5. Self management on the part of the teacher. 
a. The personality and preparation of the teacher. 


Responsibility of the teacher’s position. 
Disposition and temperament. 

Bodily health. 

Moral habits. 

Acquired knowledge. 

Attitude of teacher toward nonschool in- 
terests. 

Duties and rewards of the teacher. 


b. Duty of the teacher. 


Cc. 


(1) 


To the pupils. (See Nutt’s “Handbook for 
Student Teachers,” page 3, In Reference 
to the Student.) 

To the parents. 

To the community. 

To the school board. 

To his profession. 

To his successor. 

To himself. 


Cautions and admonitions as to— 


Use of sarcasm. 

Threatening and scolding. 

Keeping promises. 

Being hasty. 

Giving help. 

Dealing with dull phiiiean: 

“Seeing things.” 

Inspiring reverence for holy things. 


6. Beginning to teach. 

Securing a school. 

Making a contract; Kansas law as to teachers’ 
contracts and the breaking of them. 

What to learn of a school before the first day. 
What to do the first day. 


a. 


b. 


@} 
d. 


Part VII.—Normal Training. ay 


ARITHMETIC. 


(One-half unit.) 
INTRODUCTION. 


This outline is not intended primarily as a guide to methods. For 
discussions of methods, the instructor is referred to the standard works 
on the teaching of arithmetic, such as McClellan and Dewey’s “The Psy- 
chology of Numbers”; Brown and Coffman’s “How to Teach Arith- 
metic”; David Eugene Smith’s “The Teaching of Arithmetic”; Henry 
_Suzzallo’s “The Teaching of Primary Arithmetic’; McMurry’s “Spec- 

ial Method in Arithmetic”; and others. 

There are two aims to be observed in the teaching of arithmetic in 
normal-training classes; one is the review of the subject matter, the 
other a study of the philosophy of the subject and of methods. The first 
of these aims will need to receive a large share of attention, since the 
students have had no work in arithmetic for over three years and con- 
sequently have forgotten much that they learned about it in the grades. 

In the matter of methods, the student needs to be introduced to the 
best that has been worked out in the various topics; he should have some 
notion of what should be emphasized, and what should be omitted. 

All processes should be reduced to their lowest terms, that they may 
be brought down to a level with the child’s understanding. 

Where pages are indicated for the working of problems and the study 
of theory, the class should, solve as many problems as possible within 
the* limits of the time. 


LESSON I. (Two weeks.) 


PRIMARY ARITHMETIC. As usually outlined, the number work of the 
first two years of the child’s school life is outside of the textbook, and is 
oral. The aim is to develop and extend the number idea. When the 
child enters school he has already made some progress in comprehend- 
ing number relations. Usually he can count as far.as 10. He can add 
and subtract to some extent. The first problem of the primary teacher 
is to determine as nearly as may be how far the pupil has gone in these 
directions. Having determined this, she is now concerned with means 
and methods of extending the child’s number experience. 

Normal-training teachers and students are referred to such works on 
methods as Brown and Coffman’s “How to Teach Arithmetic”; Smith’s 
“The Teaching of Arithmetic”; and Dr. Suzzallo’s “The Teaching of 
Primary Arithmetic,” for discussions of methods that are in line with 
recent observations and investigations on the subject of primary arith- 
metic. These two weeks should be primarily a study of methods in order 
to get a clear idea of the best practice in presenting primary arithmetic, 
and some notion of what ought to be accomplished in these two years. 

The number idea may be extended concretely through plays and 
games, in which the child will experience a felt need for a wider use of 
numbers. The work should be oral and while it should not be formal, 
yet it should proceed in a systematic way, and be summarized at regular 
intervals. 

During the first year, the pupil should learn the addition and sub- 
traction tables to 10, and something about the fractions %, %, and %. 
Should learn to read and write numbers to 100, to count by 5’s and 10’s 
to 100, and to use the simple measures, as the pint, quart, inch, foot, etc. 

During the second year extend the work in addition and subtraction 
until the pupil can readily add numbers whose sums do not exceed 20, 
and subtract the addends from the sums. Pupils should learn to count 
by 2’s, 4’s to 100, and by 3’s to 99, and by 100’s to 1000; the Roman nota- 
tion to XII; the multiplication tables to 10 x5, and division to the same 
point, as the inverse process of multiplication. 


26 Course of Study for High Schools. 


There should be some work with the fractions %, %, %, and 14. Ex- 
tend the study of simple measures. The work during this year is still 
largely oral, though written work is gradually introduced. 

The third year witnesses the introduction of the textbook. Give daily 
oral drills in the fundamental operations. 

In addition pupils should learn to read number combinations as readily 
as they read letter combinations. In other words, the processes should be 
made automatic. 

The multiplication tables should be developed by the pupil and then 
committed to memory. Make use of plays and games in all this ele- 
mentary work. Let the class discover and make a list of plays and games 
useful in connection with this line of work. Observe the short methods 
and drills given in Morey’s “Elementary Arithmetic.” 

The work in division as written work should begin with short division, 
and make use of the knowledge acquired in the study of the tables. When 
long division is taken up, proceed by easy steps from small numbers in 
divisor and dividend, to large numbers. : 

Make the class familiar with the standard scales for measuring re- 
sults in arithmetic, the literature for which may be obtained from the 
Bureau of Measurements, Kansas State Normal School, Emporia, Kan. 


LESSON II. (Three weeks.) 
(Morey’s Advanced Arithmetic, pp. 32-34, 159.) : 


FACTORING. Develop the distinction between composite numbers and 
prime numbers. Drill in separating small numbers into their prime fac- 
tors by inspection. Show that factors are divisors and that the prime 
factors of a number may be found by successive divisions. In order to 
fix the process, it will be necessary to give many supplementary problems. 

From finding the prime factor by division an easy transition will be 
found to obtaining the greatest common divisor. (Morey’s A. A., pp. 33, 
34.) Drill by the use of small numbers in finding the g. c. d. by in- 
spection. 

Lead up to the latter process by developing the multiples of numbers 
and selecting those that are common, e. g., the multiples of 2 are 2, 4, 6, 
8, 10, 12, etc., the multiples of 3 are 3, 6, 9, 12, ete. In the illustration it 
will be readily seen that 6 and 12 are common multiples and.that 6 is the 
least common multiple of the given numbers. Call attention to the use of 
the process in reducing fractions to their common denominator. Since 
in practical operations the terms of fractions are’ usually small, there 
should be considerable drill in finding the 1. c. d. by inspection. When the 
process in its simpler form is well understood, the method by successive 
divisions may be developed. 


FRACTIONS. (Morey’s A. A., pp. 38-68, 161-175, 288-297.) Too much 
stress can not be placed upon the necessity for much drill work in frac- 
tions. Develop the. definition of fractions, common and decimal, also 
proper and improper, and of mixed numbers. This should be done in- 
ductively. Develop the distinction between the unit of a fraction and a 
fractional unit. Reduce fractions to higher and lower terms, emphasiz- 
ing the fact that in so doing there is no change in the value of the frac- 
tion; reduce mixed numbers to improper fractions, and improper frac- 
tions to whole or mixed numbers. 

In addition and subtraction of fractions, begin with fractions having 
a common denominator, and from these proceed to fractions of unlike 
denominators. The first work in both of these processes should be oral, 
later written problems are given, proceeding by easy gradations from 
fractions with small terms to those with large terms. 

Multiplication of fractions may be explained by means of the divided 
rectangle, though there may be a question whether it is a very useful 
device when employed with pupils in the elementary grades. Develop 
inductively the principles of the multiplication of fractions—multiplying 
the numerator or dividing the denominator multiplies the fraction. 


Part VII.—Normal Training. 21 


Note the method in Morey’s Advanced Arithmetic for the division of 
fractions by reducing to a common denominator. From this method it is 
an easy step to the reasons for the inversion of the divisor. Develop the 
principles of division of fractions—dividing the numerator or multiplying 
the denominator divides the fraction. 

In working the miscellaneous problems train to estimate results. 


LESSON III. (One week.) 
(Morey’s Advanced Arithmetic, pp. 63-85, 175-186, 297-305.) 


DECIMALS. Compare decimal fractions with common fractions. Pupils 
should have much practice in writing decimals, also in changing decimals 
to common fractions, and common fractions to decimals. Emphasize the 
importance of the decimal point, and train for precision in its use. De- 
velop inductively from common fractions with denominators of 10 or 
multiples of 10, the rules for pointing off the answers in multiplication 
and division of decimals, thus ox 1490 = 14000; hence in multiplying 
.1 by .01 it will be evident that it is necessary to add the decimal places 
in the multiplier and the multiplicand together to determine the number 
of decimal places in the product. In divisions: 14090 + 1490 = M40; hence in 
dividing .01 by .1, to determine the number of decimal places in the quo- 
tient it will be necessary to subtract the number of places in the divisor 
from the number in the dividend. When the number of places in the 
divisor exceed those in the dividend we have a feature over which pupils 
stumble a great deal. The reason for adding decimal places in the divi- 
dend before dividing should be carefully worked out. 

Drill on the short methods. 


LESSON IV. (Three weeks.) 


(Morey’s Advanced Arithmetic, pp. 85-91, 101-107, 110-114, 187-193, 207-211, 
217-223, 225-228.) 

DENOMINATE NUMBERS. The textbook follows the plan of teaching 
only those tables that are commonly used. Show how the tables may be 
concretely developed. Emphasize those processes that have practical 
value. Make the examples as practical as possible, verifying results 
when convenient. Large numbers or unusual examples should not be 
used. The occurrence of fractions in linear measure and square meas- 
ure is likely to prove a troublesome factor and much drill should be 
given to secure facility in handling these fractional forms. 


LESSON V. (Two weeks.) 
(Morey’s Advanced Arithmetic, pp. 114-129, 236-255, 317-326.) 


PERCENTAGE. Develop inductively the definition for per cent. Note 
that percentage is a process in fractions in which the denominator is 100. 
In all the problems of percentage and its applications use only those per 
cents that are commonly used in business. Pupils should be thoroughly 
drilled on the fractional equivalents of the most common per cents. The 
study of percentage and its applications should begin with oral examples 
in these topics. In working the problems, the pupils should first solve 
them using the fractional equivalents and then substituting the per cent; 
thus, To find 16% of 24 is the same as taking % of 24, which is 4. By 
solving a great many oral problems until the process is made thoroughly 
familiar, the transition is easily made to the inverse cases. The same 
plan should be followed in these as in the first case both in the matter of 
oral drill and the form of solution. Most rapid and effective progress is 
made in percentage if the pupil is trained to observe carefully the lan- 
guage of the problem; thus, “4 is 20% of what number?” the language 
implies that 4 is 20% or % of some number. If this line of thought is 


28 Course of Study for High Schools. 


followed out it will be apparent that 4 is % of 20, and therefore 20% of 
20. In the problem, “4 is what per cent of 16?” the pupil understands 
that 4is % of 16, or 20% of 16. 


Lesson VI. (Four weeks.) 
(Morey’s Advanced Arithmetic, pp. 131-134, 255-280, 327-384.) 


APPLICATIONS OF PERCENTAGE. In profit and loss the pupil can easily 
be led to understand that the loss or gain is always a part of the invest- 
ment. Hence if a man invests $120 and gains 25%, his gain will be % of 
$120, or $30; if $10 represents a gain of 10%, his investment must have 
been $10 x $10, or $100; also, as $8 is ¥% of $40, if $8 is gained on $40 
the gain is 20%. In other words, a careful attention to the language of 
the problem, together with the fractional method of solution, will greatly 
simplify the work in percentage and its applications. 

The other applications of percentage easily lend themselves to the use 
of the foregoing method. Interest adds the time element, but this need 
not be a serious obstacle to the understanding, provided a simple method 
is exclusively followed until the pupil understands the process. As 
bankers and others who have frequent occasion for calculating interest 
do not use any of the methods found in our arithmetics, it would seem 
good practice to confine interest calculations to one method, and that one 
as simple as possible. 

Bank discount should be made concrete by having some pupils act as 
bankers, while others take their notes to them to be discounted. The 
feature that causes confusion is that in which the note bears interest as 
well as being discounted. 

In Stocks and Bonds emphasis should be placed upon how the market 
value affects the rate of income, in other words make clear the distinc- 
tion between interest and income. 


Lesson VII. (Three weeks.) 
(Morey’s Advanced Arithmetic, pp. 87-110, 189-214, 397-408.) 


MENSURATION. Make the work concrete. Let the pupils measure 
floors and walls to determine areas. Give a great deal of drill in such 
problems as are of common occurrence, as the capacity of bins and tanks. 
Problems in plastering and carpeting are becoming obsolete as far as 
having a place in our text-books is concerned, and do not deserve the 
time formerly given to them. All the larger jobs of plastering are let by. 
contract, in which cases the contractors have their own methods in esti- 
mating cost, and in smaller jobs the workman takes into consideration 
the time required in moving his tools and materials, and sets a price 
that will cover this as well as the price of his labor. If pupils have been 
taught to find the area of surfaces, they will experience little trouble in 
working these problems. There is a general disposition on the part of 
pupils when asked to find the total surface of the walls of a room, to 
multiply the length, width, and height together. This is probably owing 
to the fact that the work has not been made sufficiently concrete. 


Part VII.—Normal Training. ao 


REVIEWS. 
(One unit.) 


GEOGRAPHY. 
(Twelve weeks.) 
BOOKS OF METHODS. 


King. Methods and Aids. Lothrop, Lee & Shepard Co. 

Redway. Manual of Geography. D.C. Heath & Co. 

F. L. Holtz. Principles and Methods of the Teaching of Geography. 
The Macmillan Company. 

McMurray. Maps and How to Teach Them. The Macmillan Co. 

How to Use the Blackboard Outline Maps. A. J. Nystrom & Co. 


COMMERCIAL GEOGRAPHIES. 


Gannett, Garrison & Houston. American Book Co. 

Brigham. Ginn & Co. 

J. Russell Smith. Commerce and Industry. Henry Holt & Co. 

N. B. Allen. Commerce and Industry Series. Ginn & Co. 

Dryer. Economic Geography. American Book Co. 

Rocheleau. Geography of Commerce and Industry. Rev. 1915. 

Caroline Hotchkiss. Representative Cities of the United States. Hough- 
ten, Mifflin & Company. 


PHYSICAL GEOGRAPHIES. 
Davis and Tarr. 
Gilbert and Brigham. 
Carpenter’s Geographical Readers. American Book Co. 
Underwood & Underwood stereographs and monographs. 
National Park Portfolio. Department of the Interior. 
The Journal of Geography, Magazine for Teachers of Geography. 
Appleton, Wis. 


OUTLINE OF LESSONS. 


In connection with the work outlined, Sutherland’s “‘The Teaching of 
Geography” should be read by all the members of the class and be dis- 
cussed in recitation. 

LESSON I. 


Geography. Two things to be understood: maps and relations be- 
tween natural controls and life. Scope. (Sutherland I.) 


LESSON II. 


Plan: There should be a definite end or purpose in view for each 
lesson. Use topics, problems, type studies, intensive studies of small 
units, map making. 

Aim: To acquaint with environment and teach its uses. (Suther- 
land VI.) 

Lesson III. 


Phases of the subject. (Sutherland III.) 
Examine the outline for rural schools, the adopted texts, and a list of 
minimum essentials in place geography. 


LESSON IV. 


Most geographic knowledge should be presented inductively. (Suther- 
land XI.) The deductive lesson. (Chapter XII.) 


30 Course of Study for High Schools. 


LESSON V. 


Controls and responses: Discuss seven controls given by Sutherland 
(chapter IT). 


LESSON VI. 
Observational or home geography. Purpose, “To furnish typical 
basic ideas to aid in the interpretation of geographic literature.” It 


includes nature study, studies of food, shelter and clothing, land and 
water forms, the air, first things in industry, commerce and govern- 
ment. Teach position, idea of distance, direction, natural phenomena, ~ 
use of compass. Make field excursions to discover typical land and 
water forms. 

Principle: children are more interested in people than in physical 
features in geography. Application. 


LESSON VII. 


Representative geography. Primary map making, room plan as a 
basis. (See Primary Geography, p. 15.) Draw to scale. Map of neigh- 
borhood of schoolhouse; a contour and a relief map of the same section. 


LESSON VIII. 


Map: reading: Learn the simple signs and the use of scales. Secure 
U. S. Geological Survey Sheet of the local section; another of the United 
States. Verify elevations near the schoolhouse. Study the. elevations 
and slopes of Kansas; of the United States; of North America on a re- 
lief map. Kinds of maps. (Sutherland, chapter XX.) 


LESSON IX. 


Descriptive geography. Reading and journey geography. 

Imagine a trip to the state capital, Topeka, and to a Kansas oil field. 
Make some one responsible for the selection of trains, the time required, 
the expense, things to be observed en route and the special points to be 
visited. 

A journey by aéroplane to New York, or along the western front of 
the Great War. (See Wilson and Wilson, Motivation of School Work.) 

Use relief maps, railroad folders, pictures, and post cards. Trace 
routes on blackboard maps and globes. 


LESSON X. 


Rational geography. The atmosphere: Its constant presence, its com- 
position. Effect of heat, evaporation, condensation, moisture in the air. 
Show by simple experiments. Study temperature. The difference of 
land and water in response to temperature. Land and sea breezes. 
Make July and January isothermal map the basis of the work. Compare 
temperature of interior with that of the east and west coasts at the same 
latitude. Locate heat equator, heat belts. 


LESSON XI. 


Atmospheric movements. Planetary winds, heat equator, belt of 
calms, trade winds, actual direction, effect of rotation, antitrade winds, 
westerlies, monsoon, hurricanes, horse latitudes. Show planetary cir- 
culation on a map of the world or a diagram. 


LESSON XII. 


Tides and currents. Diagram showing cause of tides. Compare St. 
John’s harbor on bay of Fundy with that of Halifax. Make map and 


trace ocean currents. 
LESSON XIII. 


Weather study. What is weather? Climate? Importance of weather 
and climate in human life? Place in geography? Study in lower grades. 
The thermometer and barometer. Tabular forms for weather records. 


Part VII.—Normal Training. dl 


LESSON XIV. 


(a) Rain. Make it a causal study. What are clouds? Study cloud 
map for characteristics. What are dew, fog, mist, hoar frost, snow, 
hail, rain? Source of rain. Regions of heavy and light rainfall. Rea- 
sons. Compare windward and lee side of mountains. 

(b) Climate. Kinds: dry, rainy, continental, oceanic. Controls affect- 
ing climate: latitude, altitude, zones of heat, bodies of water, ocean cur- 
rents, mountains, rainfall. 

LESSON XV. 


Cyclonic storms. What are low-and high-pressure areas? Isobars? 
Study United States Weather Bureau reports. Learn to read the maps 
by means of symbols. Report on work of the United States Weather 
Bureau. Method of study, Sutherland, pp. 142 and 228. 


LESSON XVI. 


The earth. Form and size. The globe as a model; the map and black 
globe. Develop the ideas of rotundity, size (relative), equator, meridians, 
parallels, latitude and longitude as a measure of distance. 

Divisions. Land and water divisions: hemispheres, oceans, continents, 
plateau, highlands, lowlands and great divides. The degree of irregu- 
larity. Make some comparisons. 


LESSON XVII. 


Motions of the earth. Daily motions. Source of light. One-sided 
illumination. Rotation: axis, poles. Direction of rotation. Rate. How 
a basis for division of time? Show that rotation causes day and night. 
Standard time. International date line. Principal meridian. 


LESSONS XVIII AND XIX. 


Motions of the earth. Yearly motions. 

Primary grades. Emphasis on the effect rather than the cause. The 
responses of nature and man to the cycle of the year. Varying light and 
heat. 

Grammar grades. Revolution, distinguished from rotation. Orbit. 
Varying length of day and night. Sun’s position (noon shadow-stick ex- 
periment). Inclination of the axis. Relation of the hemispheres to the 
sun. Region of vertical rays. Conditions at poles and polar region of 
equinoxes, solstices, circles, zones. 


. LESSONS XX AND XXI. 

Physical geography. 

1. Crustal movements; land formation, bending of crusts, rising and 
sinking coasts, drowned river valleys, mountain faulting, vulcanism, 
gradation. (Sutherland, Chap. IX, for method.) 

2. Weathering: effect of changes of temperature, atmospheric mois- 
ture, winds. 

3. Glaciers: moraines, terminal, lateral, medial. Effect upon soil. 

4. Running water: young valleys, alluvial plains, flood plains, deltas. 

5. Vuleanism: geysers, hot springs, regions of voleanoes and earth- 
quakes. : 

6. Soil formation: alluvial, glacial drift, loess. 


LESSONS XXII AND XXIII. 


1. Distribution of plants. Relation of vegetable life to climate, alti- 
tude, slope. Trees of the three plant zones. Six life regions. 

2. Distribution of animals. Animals furnishing food, clothing and 
shelter. Six regions of animal life. 

3. The human race. The five races: Subdivisions of white race. 

Draw race, animal and plant maps. 


32 Course of Study for High Schools. 


LESSON XXIV. 
North America. Treat topically: 


1. Position. 6. Climate and rainfall. 
2. Shape and size. 7. People. 

3. Boundaries and coast line. 8. Occupations. 

4. Surface and soil. 10. Productions. 

5. Drainage. 11. Counties. 


Compare with other continents. The effect of its location, and 
topography. Use as a unit of size. 


LESSON XXV. 
Kansas: An intensive study of a small area. 


LESSON XXVI. 


_ New England. Treat as a problem. New England early developed 
many great industries of the United States. Why is it able to maintain 


a high standard? 
LESSON XXVII. 


The Atlantic states: North Atlantic, New York and Pennsylvania. 
Great manufacturing states. Coal mining. Foreign and coastwise com- 
merce. Financial center of the United States. The fall-line cities. Sea- 
island cotton. Naval stores. The railroad to Key West. 


LESSON XX VIE} 


The Southern states or the South Central states. Cotton, sugar, rice, 
lumber, coal and steel manufacturing. _The lower Mississippi river. Gal- 
veston and New Orleans, export ports. 


LESSON XXIX. 


North Central states. The Mississippi river (type study). Great 
central plain. The river sketch with five tributaries. Which are navi- 
gable? How far? Water power; locate. The corn belt. The wheat 
states of the valley. States containing largest amount of improved farm 
land. Manufacturing centers, mining. Chicago, the railroad center. 
Meat packing. Midcontinent coal and oil fields. 


LESSON XXX. 


Plateau and Pacific states. Rainfall. Scenic features. National 
parks and monuments. Forest reserves. Mining. Grazing. Irrigation. 


California fruit. 
LESSON XXXI. 


Outlying possessions of the United States. Alaska: Size, resources, 
development. Hawaii: Strategic position, volcanoes, sugar. Other Pa- 
cific islands: Races, exports. The islands of the West Indies. 


LESSON XXXII. 


Canada: Location, extension of United States; the people, the wheat 
belt, lumber and minerals, apples, cheese and dairy products, wood pulp, 
fisheries. 


LESSON XXXIII. 


Mexico. Location, surface, people, agricultural and mineral resources. 
Mexico City, Tampico and Vera Cruz, Yucatan, and the henequin. 


Part VII.—Normal Training. oe 


LESSON XXXIV. 


The West Indies: The Greater Antilles, the Lesser Antilles. Origin, 
voleanic, coral. Trade-wind belt, people. Governments. Sugar, tobacco, 
tropical fruits. Growth of banana industry. 


LESSONS XXXV-XXXVII. 


South America. Develop by outline of North America. Study Argen- 
tina, Brazil and Chili. Compare the people of North and South America. 
The geographical disadvantages of the tropics. Make product map. 
Effect of Panama canal. Economic value four great rivers. Exports 


and imports. 
Lessons XXX VIII-XLII. 


Europe. Develop as a whole by use of outline for North America. 
Special attention to Great Britain, France, Germany, Russia, Austria- 
Hungary, Italy. Compare the countries with each other and with the 
United States. Emphasize the effect of climate and topography. Locate 
regions producing coal, and iron-manufacturing centers. Leading com- 
mercial cities. 

Lessons XLIII To XLV. 


Asia. Follow outline given for North America. Study India, China, 
Japan. Size, population. Contributions to the world. Problems: geog- 
raphical, racial. Imports and exports. 


LESSONS XLVI To XLIX. 


Africa. Follow outline for North America. Compare with other 
grand divisions. Why the “Dark Continent”? Desert. River systems. 
Climate. Compare the people—Arabs, negroes and whites—with the 
people of South America. Study Egypt and South Africa. Make a 
products map. 

Austria and New Zealand. Develop topically. Study plant and 
animal Jife. Experiments in government and in industrial problems. 

Exports and imports. 

Lessons L To LI. 


Four factors dominating industries: Climate, topography. minera! 
resources, people. 

1. Agricultural production. (a) Of the United States, by sections, 
and by states. (b) Of the rest of the world. 

2. Animal industries. Locate regions where cattle, sheep and hogs 
are raised in large quantities. Explain the locations geographically. 
Locate packing centers. Wool markets and woolen manufacturing 
centers. 

3. Mining. (a) Locate coal deposits on world map. Where is iron 
found in large amounts? Explain the process of manufacturing. (b) 
Gold, silver, copper, tin. 

4, Forest products. Temperate zone forests; those of the tropics. 

5. Manufacturing. Three leading manufacturing nations of the 
world. Ten cities which lead in manufacturing. Manufacturing indus- 
tries which are concentrated, with and without geographical cause. 
Those which are widely scattered. 


Lesson LII. 


Transportation. (1) Development. (2) Aids. (3) By water: rafis, 
row boats, sail boats, steamers. Rivers: compare navigable rivers of 
various countries. Canals: locate important ones; value to commerce. 
(4) By land: wheelbarrows, jinrikishas, bicycles, automobiles, carriages, 
sleds, railroads, electric and steam. 

3—H. S. Part 7 


34 Course of Study for High Schools. 


Commerce: Domestic, foreign. (1) Locate two trunk lines east of 
Chicago, four west of Chicago. (2) Trace on a map the important 
commercial routes of the world. (3) Locate great commercial centers. 
(4) Ten leading ports of the world. (5) Locate ten commercial centers 
of the United States. 

Make a list of ten most important exports and ten imports of the 
United States. To whom do we sell? From whom do we buy? 


GRAMMAR. 


(Twelve weeks.) 
INTRODUCTION. 


The course as here outlined is not based on any particular grammar 
text, but will be found sufficiently comprehensive to include the adopted © 
text. Grammar is primarily a study of the structure of the language, 
hence the study of the subject should be approached from the standpoint 
of the sentence. The class should read over thoughtfully the preface to 
the new textbook in grammar. Some important statements will be found 
there. For example: ‘The plan of teaching English grammar that is 
used in this book is new, and is the result of experiments extending over 
a period of many years. It was found that the unsatisfactory results 
obtained in the study of English grammar were due largely to the fact 
that the pupils did not understand the simple sentence. The relations 
of the parts of the simple sentence are taught first without using the : 
names of the parts of speech. The whole emphasis is placed upon rela- 
‘tion.’ 

The aim in the normal-training work in this subject is two fold: first 
to give a thorough review of grammar, at least to the extent to which it 
can be done within the limits of the time allotted to this course; second, 
to make a study of methods. All rules and definitions should be de- 
veloped inductively when grammar is taught to beginners. This of 
course will not be practicable in this course. However, some experiments 
should be made along this line. 


Lesson I. (Two weeks.) 
(Miller-Kinkead’s English Lessons, Book II, pages 1-17, 62-101, 156-169.) 


PARTS OF THE SENTENCE. The oral analysis of sentences should pre- 
cede diagramming. This is the plan followed in the text. On pages 
265-276 will be found outlined the system followed in this book. 


1. Essential parts. 
a. Subject defined. A word, phrase, or clause; simple, com- 
plex, or compound; modified or unmodified. 
b. Predicate defined. Simple, compound, or complex; modified 
or unmodified. 
2. Occasional parts. 
a. Predicate complement deanna Word, phrase, or clause; 
simple, compound, or complex; modified or unmodified. 
b. Object complement defined. Word, phrase, or clause; simple. 
compound, or complex; modified or unmodified. 
ec. Objective complement defined. 


Part VII.—Normal Training. 35 


LESSON II. (Four weeks.) 
(Miller-Kinkead’s English Lessons, Book II, pages 17-28, 169-200.) 


CLASSIFICATION OF SENTENCES. 
1. As to form. Simple, compound, complex. 
2. As to meaning. Declarative, interrogative, imperative. 
3. For special study. Clauses— 
a. As to rank. 
Independent, or codrdinate. 
Dependent, or subordinate. 
b. As to use. 
Noun, adjective, adverb! 


LESSON III. (Four weeks.) 
(Miller-Kinkead’s English Lessons, Book II, pages 101-156, 200-264.) 


PARTS OF SPEECH. 


1. Classified and defined. 
2. Subdivisions. 
Noun. Common, proper, abstract, collective. 
Pronoun. Personal, relative, interrogative, adjective. 
Adjective. Definitive, descriptive, proper, article, numeral. 
Verb. Regular, irregular, transitive, intransitive, auxiliary, 
defective, redundant, copulative. 
e. Adverb. Time, place, manner, degree, cause, number, con- 
junctive, interrogative. 
f. Conjunctions. Coédrdinate, subordinate, correlative. 
3. Modifications. 
; a. Nouns and pronouns. Gender, person, number, case. 
b. Adjectives. Number, comparison. 
ec. Verbs. Voice, mood, tense, person, number. 
d. Adverbs. Comparison. 
4. For special study. 
. Infinitives. Defined; kinds, root, gerund; uses. 
Participles. Defined; their uses. 
Principle parts of verbs. 
Synopsis of verbs. 
Conjugation of verbs. 
Nominative absolute, verbals, expletive, retained object. 


Soe 


ro Ae Tp 


LESSON IV. (Two weeks.) 
(Miller-Kinkead’s English Lessons, Book II, pages 283-326.) 


COMPOSITION. For the normal-training class the work of these two 
weeks should be a brief review of the essential factors involved in pro- 
ducing a composition. As these students have had three years of high- 
school English, this review should emphasize the bearing this work will 
have on the teaching of composition in the grades. To produce a com- 
position, either oral or written, it is requisite to have a certain amount of 
data. Hence when a pupil is expected to speak or write upon a certain 
theme he should first be encouraged to get all the information that he can 
concerning it. Bring out the importance of certain forms of composition, 
such as letter writing, especially of business letters. Call attention also to 
the advantages of a knowledge of certain social usages, as writing invita- 
tions, regrets, etc. Develop inductively the rules for capitalization and 
the rules for the uses of the period and other marks of punctuation com- 
monly used. 


36 Course of Study for High Schools. 


READING. 


(Twelve weeks.) 
Norre.—This outline was prepared by A. A. Reed, and is based upon Sherman and 
Reed’s ‘Essentials of Teaching Reading.” 1917 edition, with special references to the 
Kansas Readers, published 1916-17 by the state of Kansas, 


INTRODUCTION. 


The following forty-five lessons in reading, based on Sherman and 
Reed’s “Essentials of Teaching Reading,” have been planned to meet 
the requirements of the course in normal training in Kansas high schools, 
and are based on the experience of classroom work. Each lesson should 
have technical drill on articulation or on the use of diacritical marks, 
memory recitations, discussion of the text, and oral reading. 

The selections for memorizing are given in such numbers that mem- 
bers of the class may have different assignments. Some of the shorter 
ones should be memorized by all, especially those by Robert Louis Steven- 
son. Each member of the class should memorize one short and one long 
poem a week. C. G. V. Stands for Child’s Garden of Verses. References 
by figures only are to the volumes of the Kansas Readers, by Searson and 
Martin. 

It is not intended that all questions for review should be discussed. 
These contain the essence of the chapter. They serve as guides to the 
pupil in studying the lesson. Generally it will suffice to discuss the ones 
that need more light. It is a good plan to have the pupils prepare to 
write the outline of the chapter. It is a helpful feature in preparing the 
lesson. Occasionally a few minutes may be taken for the reproduction 
of this outline from memory before beginning the discussion. 

The outlne of American authors is given to assist the pupils in se- 
curing a correct localization of the writers in point of time, as well as a 
view of their relative rank. The class should memorize the outlines for 
the general information contained. It will not be necessary to spend 
time discussing it, except as it comes in naturally with the poems memo- 
rized. 

AMERICAN AUTHORS. 
A. Colonial period. (1607-1765.) 
John Eliot, Cotton Mather, Jonathan Edwards. 
B. Revolutionary period. (1765-1789.) 
1. Prose: Benjamin Franklin, Thomas Jefferson, James Madi- 
son, Alexander Hamilton, John Adams. 
2. Poets: John Trumbull, Francis Hopkinson. 
3. Orators: Patrick Henry, Josiah Quincy. 


C. Period of the republic. (1789 to the present time.) 
1. National beginnings. (1789-1815.): 

a. Poets: Francis Scott Key, Joseph Hopkinson. 

b. Biographers: John Marshall, William Wirt. 

ec. Essayists: Thomas Paine, Noah Webster. 

d. Orators: Fisher Ames, John Randolph. 

2. Golden Age. (1815-1870.) 

a. Poets: William Cullen Bryant, Joseph Rodman Drake, 
Fitz-Greene Halleck, Edgar Allen Poe, John Greenleaf 
Whittier, Henry Wadsworth Longfellow, Alice and 
Phoebe Cary. 

b. Historians: William H. Prescott, George Bancroft, John 
Lothrop Motley. 

ce. Essayists: Washington Irving, Ralph Waldo Emerson, 
James Russell Lowell, Oliver Wendell Holmes. 

d. Humorists: Charles F. Browne (‘“‘Artemus Ward’), 
David R. Locke. 


Part VII.—Normal Training. 37 


C. Period of the republic. (1789 to the present time.) —continued. 

e. Orators: Daniel Webster, Edward Everett, Henry Ward 
Beecher, Wendell Phillips. 

f. Novelists: James Fenimore Cooper, Nathaniel Haw- 
thorne, Harriet Beecher Stowe. 

3. Present age. (1870 to present time.) 
a. Poets: Thomas Bailey Aldrich, Sidney Lanier, Celia 
Thaxter, Walt Whitman, Eugene Field, James Whitcomb 
Riley. 

b. Historians: John Bach McMaster, John Fiske, Theodore 
Roosevelt, Edward Eggleston. 

c. Essayists: John Burroughs, Edward Everett Hale, 
George William Curtis, Charles Dudley Warner, Ham- 
ilton Wright Mabie. 

d. Humorists: Samuel L. Clements (“Mark Twain”), 
Robert J. Burdette. 

e. Orators: James G. Blaine, William Jennings Bryan. 

f. Biographers: John Hay, Ulysses S. Grant, Julian Haw- 
thorne. 

g. Novelists: William D. Howells, Henry James, Frank R. 
Stockton, Mary E. Wilkins, Lewis Wallace, Helen Hunt 
Jackson, Francis Bret Harte, George W. Cable, Thomas 
Nelson Page, James Lane Allen. 


MATERIALS. 


Sherman and Reed. Essentials of Teaching Reading. University Pub. Co. 

Academic Dictionaries. 

Stevenson. A Child’s Garden of Verses. 

Sherman. Elements of Literature and Composition. University Pub. Co. 

S. L. Arnold. Reading: How to Teach it. Silver, Burdett & Co. 

S. C. Bryant. How to Tell Stories to Children. Houghton, Mifflin & Co. 

P. Chubb. Teaching of English in the Elementary and Secondary School. 
‘Macmillan Co. 

S. H. Clark. How to Teach Reading in Public Schools. Scott, Foresman 
& Co. 

Kansas Readers. State of Kansas. 


LESSON I. 


Time. 
Read chapter 14. 
Study chapter 1, to middle of page 9. 
Discussions of first ten questions. 
Reference: Clark, ch. 1. 
Exercises 1 and 2, pp. 151-167. 
* For memory: 
“The Lost Nail,” Franklin, 2-128. 
“The Recessional,’ Kipling. (Text, p. 264.) 
“September,” Helen Hunt Jackson, 4-22. 
“For the End of the Day,” Stevenson, 2-6. 


Lesson II. 


Time (continued). 
Complete chapter 1, with a discussion of the remaining questions and 
suggestions. 

Rules 1 and 2, pp. 141-157. 
Study “Wave and Tide,” p. 255, for practice in Time. 
For memory: 

“Seven Times One,” Jean Ingelow, 3-212. 

“The Burial of Moses,” Alexander, 5-273. 

“The Swallow,” Rossetti, 2-12. 


* All memory exercises are to be studied for class discussion before being memorized. 





38 Course of Study for High Schools. 


LESSON III. 
Time (continued). 


Study “Paul Revere’s Ride” (4-80) for practice in varying time. 
Study “Windy Nights” for practice in rapid time. 
Exercises 3 and 4, Articulation. 
For memory: Robert Louis Stevenson. 
“Windy Nights,” C. G. V., 22. 
“The Wind,” 2-156. 
““Where Go the Boats,” 2-7. 


LESSON IV. 
Grouping. 


Chapter 2, entire. Discussion of review questions. In connection with 
the last, note that the first example contains a restrictive clause, with the 
emphasis on the word “hurt.” Purists insist that the relative “that” 
should be used. This would be convenient. Unfortunately, writers do 
not follow the dictum, so it is valueless. 

Drill in pronunciation and definition. Smithy, sinewy, forge, bellows, 
chaff, village, paradise, catch, sorrowing Apply rules 1, 2, 4, 5, and 6, 
on pages 157-158. : : 

“The Village Blacksmith” for practice. Be sure that the reader and 
listeners form a definite picture of the “spreading chestnut tree” over- 
shadowing the low “smithy.” A group division after “smithy” would be 
justified. Next they must add the “smith” so placed that the details that 
follow can be easily recognized. Be sure that the emphasis is on 
“mighty.” 

In the third stanza, the smith must be at work at his anvil. The noise 
of the bellows and the sound of the hammer must arise in imagination, 
followed by the slow, measured tones of the church bell, to which the 
latter is likened, then by a glimpse of the sunset. 

In the fifth stanza, there should be a group division after “pray.” © The 
smith is seen “among” a large family of boys. The service must be 
heard. 

For memory: Lydia C. Ward. 

“Our Country’s Flag,” 3-58. 
“A Song for Flag Day,” 4-174. 
“Why do the Bells of Christmas Ring?” 5-46. 


LESSON V. 
Grouping (continued). 


Study “They Come Not Back” (p. 267) for grouping. Have the lines 
marked. ; 
Have a simple prose selection from a primary reader marked for 
grouping. 
Reference: Sherman, ch. 25; Clark, ch. 1, ch. 4. 
Exercises 5 and 6, Articulation. 
For memory: 
“The Tree,” Bjornson, 4-223. 
“The Little Plant,’”’ Brown, 3-17. 
“How Sleep the Brave,” Collins, 5-167. 


LEsson VI. 


Emphasis. 
Chapter 3 to page 26. 
Use the first reader to illustrate emphasis. Have the pupils mark and 
then read lessons, assigning a different one to each. Better results can 
be secured by using first the simple exercises that have no mechanical 


Part VII.—Normal Training. 39 


difficulties. Choose selections that have consistent paragraph relations. 
References: Clark, ch. 2, ch. 8, ch. 9. . 
- Rules 3 and 4, p. 157. 
For memory: Robert Louis Stevenson. 
“Bed in Summer,” C. G. V., 138. 

“The Land of Nod,” C. G. V., 60. 
“From a Railway Carriage,” 3-182. 
“My Shadow,” 2-21. 
“The Lamplighter,” 3-103. 
“A Good Play,” 2-99. 


Lesson VII. 
Emphasis (continued). 


mee individual lessons from advanced first reader or from second 
reader. 
Exercises 7 and 8, Articulation. 
For memory: Christina G. Rossetti. ; 
“A Lullaby,” 2-19. 
“Merry Little Alice,” 2-43. 
“No Rainbow,” 3-230. 
“The Rainbow,” 3-240. 


Lesson VIII. 
Emphasis (continued). 


Study chapter 13, page 144. 
Discuss review questions, page 152. 
Rules 5 and 6, page 158. . 
For memory: Christina G. Rossetti. 
“Who Has Seen the Wind?” 2-11. 
“The Swallow,” 2-12. ° 
“The Broken Doll,” 2-183. 
“When the Cows Come Home,” 2-14. 


LESSon IX. 
Emphasis (continued). 


Drill exercises from second or third reader. 

Study “Illustrative Lessons,” pages 26-31. These exercises should be 
read from primary readers, not from the text. “Chicken Little” is found 
in the Kansas Second Reader, page 52. “‘The Nut in the Forest” is an- 
other example of the first type. “The Three Goats” is an example of 
the second type. 

Discuss review questions, page 32. 

Marking and pronunciation of words on page 159, illustrating rules 1 
to 6. ; 

For memory: Alice Cary. 
“A Lesson of Mercy,” 3-90. 
“Look for Goodness,” 4-129. 
“The Three Bug's,” 3-150. 


LESSON X. 


Inflection. 

Study chapter 4. 
Discuss review questions, page 39. 
Drill exercises from Second Reader. 
Exercises 9 and 10, Articulation. 
For memory: 

“Song,” Browning. 5-78. 

“Vacation Song,” Bates., 3-275. 

- “The Brook,” Tennyson. 5-108. 


40 Course of Study for High Schools. 


LESSON XI. 
Force. 


Chapter 5. Discussion. For practice, exercises on pages 438 and 44. 
Reference: Sherman, chapter 23; Clark, chapter 4. 
Exercises 11 and 12. Articulation. 
For memory: Felicia Dorothea Hemans. 
“Casabianca,” 4-258. 
“The Landing of the Pilgrims,” 5-199. 


Lesson XII. 
Force (continued). 


Study “The Circus-Day Parade,” page 218. 
Drill on diacritical marks. All sounds of a, 7 type words. 
For memory: Margaret Sangster. 

“Washington’s Birthday,” 3-207. 

‘““Where Do the Old Years Go?” 3-169. 


LESSON XIII. 
Force (continued). 


Lincoln’s “Gettysburg Address,” page 248. 
Exercises 13, 14 and 15, Articulation. 
For memory: 

“The Baby,” Macdonald, 2-29. 

“The Violet,” Jane Taylor, 3-231. 

“A Boy’s Song,” James Hogg, 5-226. 


LESSON XIV. 
Quality. 

Study chapter 6, with exercises for practice. 
Discussion. 
Reference: Sherman, chapter 22; Clark, chapter 3. 
Diacritical marks: All sounds of e, with type words. 
For memory: ‘ 

“The Tempest,” James T. Field, 3-278. 

“The Flag Goes By,” Bennett, 5-95. 

“Sprites of Spring,’”’ Harris, 2-168. 


LESSON XV. 
Examination—Mechanics of Reading. 


LEsson XVI. 
Types and Figures. 


Chapter 7 to Metonymy. 
Reference: Sherman, 11-13. 
The memory exercises offer good material in figures. 
Diacritical marks. All sounds of i and y, with type words. 
For memory: 
“The Land of Counterpane,” Stevenson, 2-154. 
“The Land of Story Books,” Stevenson, 1-45. 
“Daisies,” Frank Dempster Sherman, 4-86. 


Part VII.—Normal Training. Al 


LEesson XVII. 
Types and Figures (continued). 


Complete.the text of chapter 7. Analyze exercises on pages 64 and 65. 
The first quotation might have been written— 


“Silently one by one, like flowers in infinite meadows, 
Appeared the lovely stars, like forget-me-nots of the angels.” 
Or again— 
“Silently one by one, in infinite meadows appearing, 
Blossomed the lovely flowers, the forget-me-nots of the angels.” 

Either would have preserved the form and satisfied the demands of 
meter, giving approximately the same meaning. Let the class decide 
the exact difference, and the advantage in the form the poet chose. 

Exercises 16, 17 and 18, Articulation. 

For memory: Frank Dempster Sherman. 


“The Snowbird,” 2-120. 
“The Shadows,” 3-161. 


Lesson XVIII. 
Types and Figures (continued). 


Study, “The Chambered Nautilus.” 
Diacritical marks. All sounds of 0, with type words. 
For memory: George Cooper. 

“October’s Party,” 2-70. 

“The Pebble and the Acorn,” 4-219. 

“The Eagle,” p. 248. 


Lesson XIX. 
Types and Figures (continued). 


Study the figures in “Lincoln, the Great Commoner,” p. 268. 
Exercises 19 and 20, Articulation. 
For memory: Henry W. Longfellow. 


“The Children’s Hour,” 4-98. 

“A Psalm of Life,” 5-204. 

“The Day is Done,” 4-117. 
“Santa Filomena,” 5-79. 

“The Village Blacksmith,” 4-238. 
“Hiawatha’s Chickens,” 3-153. 


LESSON XX. 


\ 


Drill Lesson. 


Study “The New South to New England,” p. 258. 
Diacritical marks. wu and the diphthongs, with type words. 
For memory: Henry W. Longfellow. 


“Ship of State,” 5-198. 
“The Builders,” 5-179. 
“Paul Revere’s Ride,” 4-180. 


LESSON XXI. 


Effects. 
Chapter 8, through page 73. 
Assign the exercises suggested on page 73. 
Reference: Sherman, ch. 14-17. 
Exercises 21 and 22, Articulation. 
For memory: 


“The Rising in 1776,” T. B. Read, 5-256. 
“The Blind Men and the Elephant,” John G. Saxe, 5-11. 
“My Dog Blanco,” J. G. Holland, 5-29. 


42 Course of Study for High Schools. | 


LESSON XXII. 


Effects (continued). 
Exercises, page 78. 
Diacritical marks. The consonants. 
For memory: 
“TY Love You, Mother,” Joy Allison, 4-141. 
“Marjorie’s Almanac,” Aldrich, 4-35. 
“One, Two, Three,” Bunner, 3-78. 


LESSON XXIII. 
Effects (continued). 


Study the “effects” in “King Solomon and the Two Mothers,” p. 228. 
Exercises 23 and 24, Articulation. 
For memory: 


“The Lost Doll,’ Charles Kingsley, 3-8, 
“The Glove and the Lions,” Leigh Hunt, 5-164. 


LESSON XXIV.’ 
Effects (continued). 


Study the “effects” in “Daniel Webster’s First Case,” p. 232. 
Mark and pronounce list of words commonly mispronounced. 
For memory: 

“Nathan Hale,” Finch, 5-127. 

“Only One Mother,” George Cooper, 3-278. 

“The House by the Side of the Road,” Foss, 5-151. 

“Dare to do .Right,” Taylor, 5-272. 


LESSON XXV. 
Effects (continued). 


Study, “Abou Ben Adhem,” p. 252. 
Exercises 25 and 26, Articulation. 
For memory: James Whitcomb Riley. 
~“Veonainie,” 5-216. 
“Longfellow’s Love for the Children,” 3-255. 
“The Name of Old Glory,” 5-155. 
“A Simple Recipe,” 4-157. 


LESSON XXVI. 
Effects (continued). 


Study “Sharp Wits,” p. 2238. 

Exercise in diacritical marks. 

For memory: 
“The Bloodless Sportsman,” Foss, 5-168. 
‘“‘November,” Alice Cary, 3-65. 
“Merry Little Alice,” Rossetti, 2-438. 
“The Spider and the Fly,’ Howitt, 4-269. 


LESSON XXVII. 
Effects (continued). 


Make an examination of second, third, and fourth readers for ma- 
terial containing effects. Have illustrations read in class. 
xercises 27 and 28, Articulation. 
For memory: 
“How the Leaves Came Down,” Susan Coolidge, 3-119. 
““A Diamond or a Coal,” Rossetti, 2-198. 
‘‘Horatius at the Bridge,” Macaulay, 5-145. 


Part VII.—Normal Training. A3 


LESSON XXVIII. 


Study and read “Four-Leaf Clover,” p. 236. 

Exercise in diacritical marks. 

For memory: 
“Answer to a,Child’s Question,”’ Coleridge, 4-179. 
“On His Blindness,” Milton 5-255. 
“Courage,” Laura Cramp, 5-208. 
“My Mind to Me a Kingdom is,”’ Dyer, 5-208. 
“Work Done Squarely,” Lowell, 5-122. 


LESSON XXIX. 


Study and read “The House by the Side of the Road,” p. 240. 
Exercises 29 and 30, Articulation. 
For memory: 
“All Things Beautiful,’ John Keble, 4-48. 
“Oh, Why Should the Spirit of Mortal be Proud,” Wm. 
Knox. 
“Dear Land of All My Love,” Sidney Lanier, 5-308, 5-328. 
“The Country’s Call,” Thompson, 5-83. ‘ 


LESSON XXX. 
Examination. 


LESSON XXXI. 
Primary Reading. 


° 


Chapter 9, through comparison of method, page 87. Examine be- 
ginning readers, based on each method. 
Discussion of first two questions. 
Exercises 31 and 32, Articulation. 
For memory: Ralph Waldo Emerson. 
“Love’s Nobility,” 4-257. 
“Sky-Born Music,” 4-218. 


Lesson XXXII. 
Primary Reading (continued). 


Continue chapter 9, to “Expressive Readers,” p. 102. 
Discussion of questions three to eleven. 
For memory: John Greenleaf Whittier. 

“The Book Our Mothers Read,” 5-144. 

“In School Days,” 5-90. 

“The Corn Song,” 4-106. 

“Unweaponed Peace,” 5-331. 


LESSON XXXIII. 
Primary Reading (continued). 


Complete the chapter of remaining questions. 
Exercises 33 and 34, Articulation. 
For memory: William Shakespeare. 
“The Quality of Mercy,” 5-190. 
“Ariel’s Song,” 1-69. 


LESSON XXXIV. 
Primary Reading (continued). 


Make a study of the system of phonetics used locally. 
For memory: ; 
“The Brown Thrush,” Lucy Larcom, 4-32. 
“The Brook,” Follen, 2-5. 


44 Course of Study for High Schools. 


“October’s Bright Blue Weather,” Jackson, 4-80. 
“My Valentine,” Harris, 2-146. 
“True Courage,” Lowell, 5-150. 


LESSON XXXV. 
Primary Reading (continued). 
Study chapter 16. 


Discussion of questions. 
For memory: 


“A Visit from St. Nicholas,” Clement C. Moore, 4-163. 
‘“‘Woodman! Spare that Tree!”’ George P. Morris, 5-41. 
“Think for Thyself,’ Scott, 5-280. 

“Four Things,” Henry VanDyke, 5-94. 

‘““Service,”’ Wordsworth, 4-255. 

“Service,” Wordsworth, 4-225. 


LESSON XXXVI. 


Study with the class one or two sets of second readers. 
For memory: Eugene Field. 
““Good-Children’s Street,” 2-1. 
“Thanksgiving Day,” 3-143. 
‘“‘Why do Bells for Christmas Ring?” 2-104. 


Lesson XXXVII. 
Study the third reader. 
Exercise 37, Articulation. 
For memory: Eugene Field. 
“A Christmas Wish,” 3-165. 
“The Duel,” 3-115. 
“The Rock-a-by-Lady,” 2-178. 


LESSON XXXVIII. 
Dramatization. 


This work can be given in any grade, using material adapted to the 
‘age of the pupils. In mixed schools it should be limited to rare occa- 
sions, as it naturally attracts the attention of all in the room, and re- 
quires too much time for the limited schedule. 

Study chapter 10. Dramatize several selections of different types. 

For memory: 

“The Dandelion,” Emma Erskine, 2-39. 
“The Snowflakes,” Dodge, 2-117. 


LESSON XXXIX. 


Study “A Parable on Brotherly Love,” p. 244. 
Exercise 38, page 160. 
For memory: William Cullen Bryant. 
“To a Waterfowl,” 5-70. 
“Truth,” 5-280. ; 
“The Planting of the Apple Tree,” 4-210. 


LESSON XL. 
The Division of the Recitation and Assignment of the Lesson. 


Chapter 10. Discussion of review questions, ch. 16. 
For memory: 


“The Angels’ Song,” E. H. Sears, 4-158. 
“The Cloud,” Shelly, 4-47. 

“The Sandpiper,” Celia Thaxter, 5-236. | 
“A Thing of Beauty,” Keats, 5-225. 


ae 


Part VII.—Normal Trawming. 45 


LEesson XLIL 
Chapter 17. 
For memory: Alfred, Lord Tennyson. 


“The Eagle,” 5-154... 
“Flower in the Crannied Wall,” 5-60. 
“Ring Out, Wild Bells,” 4-168. 


LEsson XLII. 
Chapter 18. 
For memory: Oliver Wendell Holmes. 


“The Wonderful One Horse Shay,” 5-183. 
“The Chambered Nautilus,” text, p. 66. 


LEsson XLIII. 
Classification of Material. 


Chapter 11 to “fourth class,” p. 135. 
Discussions of first sixteen questions. 


For memory: 


“*Tis the Last Rose of Summer,” Thomas Moore, 4-148. 
“The Dream of Home,” Thomas Moore, 4-189. 

“Home, Sweet Home,” John Howard Payne, 4-149. 
“Our Birth,’ Wordsworth, 4-246. 


LESSON XLIV. 
Classification of Material (continued). 


Complete chapter 12, with discussion of review questions. 
For memory: Edwin Markham. 


“Tincoln, the Great Commoner,” 5-321. 
“A Prayer,” 4-257. 
“Service,” 5-280. 


LESSON XLV. 
Examination. 


OBSERVATION WORK. 


Observation work should begin with the first review subject and should 
be continued throughout the year. At least once each week, or as often as 
practicable, the superintendent or the teacher in charge of the normal- 
training class should arrange a date with the grade teacher to be visited, 
should furnish the class an outline of the points to be observed, and should 
accompany the class on a visit. The following day at least a part of the 
recitation period should be devoted to a discussion of the results of the 
visit. The teacher should, in a measure, direct the discussion, and should 
make it clear to the class that there is to be no criticism, and particularly 
no adverse criticism, of the work of the teacher or the pupils outside the 
classroom. The visitation may follow the order of the grades, beginning 
with the primary, or it may take the order in which the subject is de- 
veloped in the normal-training outline. But the visitation should give the 
class the benefit of observing work in every grade and on every phase of 
the subject under consideration. Each normal student shall make at least 
twelve observational visits each semester. 


OUTLINE. 


The following is suggested as a working outline of the principal points 
to be observed. However, many of the points contained in the outline are 
_ general, and should be analyzed into outlines of subordinate points. It 


46 


Course of Study for High Schools. 


is not expected that all of these points will be noted at any one visit, but 
during the course of the visitation in any one subject they should all be 
given careful attention. Again, some portions of the following outline are 
better adapted as guiding ideas for observing work in the primary grades 
than in the upper, and vice versa. Some portions of the outline are also 
better adapted for observing work in certain subjects than in others. 
Certain subjects, for example, and certain portions of subjects are better 
adapted to the problem method of instruction than other subjects or other 
parts of the same subjects. 


A. Strength of the teacher as seen through the responses and the ac- 
tivities of the pupils. 


Li 
2. 


wee er. 


= 


So 


LO: 


Phe 
12. 


Give a brief account of what was done by the pupils. 
Judging from the activities of the pupils, did the teacher com- 
prehend the highest function of the subject matter which could 


. be realized by the pupils? 


What were the strongest motives actuating the children in 
their work? 

Offer suggestions by which the pupils’ motives could have been 
made more effective. 

Give illustrations showing initiative and individuality by the 
pupils. 

How could initiative have been more’ general among the 
pupils? (Consult Wilson and Wilson, “Motivation of School 
Work.’’) f 

Skill of pupils in discovering problems. 

Skill of the pupils in stating problems. 

Skill of pupils in deriving and organizing preliminary and 
tentative outlines of their problems. 
Skill of pupils in using books, articles, and other materials as 
means in solving problems. 

Skill of pupils in giving expositions of their problems. 
Individual and group codperation in problem instruction. 


B. General attitude and industry of the pupils. 


TI OT yp 99 BO 


Attitude of the pupils toward the teacher and each other. 
Attitude and industry of pupils in study. 


_ Attitude and industry of pupils in recitation. 


Attitude and industry of pupils in other schoolroom activities. 
Attitude and participation of pupils in their play. 

Compare (2), (8), (4) and (5). 

School citizenship of pupils in their various activities. In 
what activities is the citizenship of the pupils best? In what 
poorest? 


C. Physical conditions of successful work. 


eee nie ae 


Neatness of the schoolroom. 

Ventilation of the schoolroom. 

Temperature of the schoolroom. 

Lighting of the schoolroom. 

Seating of the schoolroom. 

Housekeeping of the children and the teacher. 
Janitor service in the schoolroom. 

Decorations of the schoolroom. 


D. The t personal equipment of the teacher. 


Ve ce ee 


Sympathy. 

Personal appearance and adornment. 
Address. 

Sincerity. 

Optimism. 

Enthusiasm. 

Scholarship. 

Vitality. 


Part VII.—Normal Training. AT 


D. The personal equipment of the teacher.—continued. 
9. Fairness. 
10. Reserve or dignity. 
11.* Ability to meet responsibility. 
12. Executive ability. 
13. Daily preparation. 
14. Professional interest and growth. 
15. Initiative and self-reliance. 


E. Classroom management of the teacher. 
Economy of time. 
2. Attention to physical conditions. 
3. Attention to moral conditions. 
4. Discipline. 
5. Ability to handle materials well. 
6. Mastery of the subject matter of the daily lessons. 
7. Definiteness of aim. 
8. Skill in stimulating interest. 
9. Ability to concentrate on essentials. 
10. Skill in helpmg pupils to form good habits. 
11. Skill in stimulating thought. 
12. Skill in questioning. 
13. Skill in refraining from talking too much. 
14. Skill and care in assignments. (Assignments need to be re- 
interpreted in light of problem instruction.) 
15. Attention to individual needs. 
16. Skill in managing the various school activities. 
a. Supervised study and the recitation in the following 
phases of instruction. 
(1) Socializing instruction. 
(2) Problem instruction. 
(3) Review lessons. 
(4) Drill lessons. 
(5) Tests. 
(6) Appreciation lessons, etc. 
Supervised play. 
Dramatics. 
Debates, ete. 


noo 


L | 





STATE OF KANSAS 
DEPARTMENT OF EDUCATION 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


OU 


PART VITI— COMMERCIAL SUBJECTS 


KANSAS STATE PRINTING PLANT. 
W. R. SmituH, State Printer. 
TOPEKA. 1917. 

7-1110 














STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan... 


Tuos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 


H. W. SHIDELER, 
Superintendent of City Schools, Girard. 


L. D. WHITTEMORE, Secretary, 
Topeka. 


(3) 


GENERAL CONTENTS. 


PART.:l 3 Aas SYNOPSIS. 

PARTS Us eece5e ENGLISH. 

PARTAL Serene ee MATHEMATICS. 

PARTS Vat eee HISTORY AND SOCIAL SCIENCE. 
PARTEV ess tet SCIENCE. 

BART eV. [eee ee FOREIGN LANGUAGES. 

PARTY liter NORMAL TRAINING. 

PARRA ere COMMERCIAL SUBJECTS. 

PART GEMS ue INDUSTRIAL SUBJECTS. . 
PARTEX 2 pee MUSIC AND ART. 


CONTENTS OF PART VIII. 


COMMERCIAL ARITHMETIC ~ J... ovces vce Seu Leeper reres 
COMMERCIAL GEOGRAPHY —% scuacd occa ord fore ee cm A balers cee ee 
PENMANSHIP*™ v3.40. oo oak eee ee oe Oe ee eae 


Course of Study for High Schools. 


COMMERCIAL SUBJECTS. 
‘COMMERCIAL ARITHMETIC. 


(One-half unit.) 


Notr.—This outline is based on Van Tuyl’s Complete Business Arithmetic (American 
Book Company), approved by the State School Book Commission. 

Business men complain that graduates of elementary and high schools 
can not handle figures accurately or solve simple problems that arise ‘in 
the office. Teachers of bookkeeping find students lacking in ability to 
manipulate figures with any degree of skill. A large part of the time of 
bookkeeping students is spent in correcting inaccuracies in simple opera- 
tions. Easy problems in interest, bank discount, sales of lumber and in 
other practical lines are solved with difficulty. These considerations 
may help to indicate the aims of the high-school course in business arith- 
metic. They are: (1) to produce accuracy and speed in calculations; (2) 
to develop ability to apply principles to new problems; and (3) to in- 
crease the student’s knowledge of business laws and customs. 

For a half-year course a judicious selection of topics must be made. 
This selection will depend to some extent upon the conditions of the 
particular school. a 

This outline may be considered a series of comments on points to be 
emphasized rather than a complete description of a course in arithmetic. 
The topics and problems should be connected with business life, and the 
discussions, as far as possible, based upon the student’s experience. 


DRILLS. 


Notwithstanding the extensive use of calculating machines and arith- 
metical tables in modern times, there is still great need of skill in rapid 
and accurate figuring; especially is accuracy in addition needed. Skill 
is developed by intelligent drill. To maintain interest in these drills (1) 
use the principle of competition in the class; (2) give practical prob- 
lems; (3) use the Courtis tests. Other schemes will be devised by the 
alert teacher. | 

SHORT METHODS. 


The teacher needs to be judicious in the selection and use of so-called 
short methods. Lightning calculations by mechanical short cuts are not 
to be encouraged. Short cuts based upon rational principles that the 
student can understand are valuable, but those depending upon arbitrary 
memorizing are at the best of doubtful utility and are likely to prove an 
absolute waste of time. Only such short cuts as are of practical value 
should be taught. 

READING AND WRITING NUMBERS. 


Probably little time need be spent in reading and writing numbers, 
though surprising deficiencies in students are sometimes found. For 
such students considerable drill may be required. The needs of the class 
should be studied and met. 

ALIQUOT PARTS. 


Facility in the use of aliquot parts is very desirable. The text con- 
tains an excellent series of exercises. The teacher should make use of 
these exercises, not only at this point but throughout the course. Time 
spent here means time saved in many other places. 


(5) 


6 Course of Study for High Schools. 


ADDITION. 


Effective methods of drill are given in the text. Note the suggestion 
on page 31 regarding the forty-five combinations, and methods of check- 
ing on page 35. The first method of checking is especially valuable, and 
the others may be used at the discretion of the teacher. Results should 
be constantly checked. Do not omit drill in horizontal addition, since it 
is used in many busimess problems. 


SUBTRACTION, MULTIPLICATION, DIVISION. 


The general suggestions as to drill and checking should be observed, 
and a wise selection of exercises from the many excellent ones given in 
the text should be made. 

FRACTIONS. 


Common fractions and decimals should be treated together. A few 
simple principles lie at the basis of all operations in fractions. If 
students really comprehend the relation of the numerator and denomina- 
tor to each other they will experience little difficulty in this subject. The 
teacher should emphasize the effect that increasing or decreasing the 
numerator or denominator has upon the value of the fraction; and stu- 
dents will not need to resort to long operations of “reducing” when 
solving simple examples or even in examples involving large numbers. 


TYPE PROBLEMS. 


The type problems discussed on page 103 of the text will repay care- 
ful study, and time given to drill in their application will be well worth 
while. These type problems are again referred to in the text under Per- 
centage. 

DENOMINATE NUMBERS. 


Commercial quantities are seldom expressed in more than one de- 
nomination. A quantity of grain will not be expressed in bushels, pecks, 
quarts and pints, but in bushels and fraction of a bushel. Many of the 
examples involving several denominations are hardly worth the time 
employed in working them. The more practical exercises should be used. 


INVOLUTION AND EVOLUTION. 
The exercises are simple and should be worked rapidly by the class. 
MENSURATION. | ; 


Avoid the arbitrary memorizing of definitions. Give practical ‘prob- 
lems outside the text and have the students devise problems. 


PRACTICAL MEASUREMENTS. 


The following quotation from Dr. J. W. A. Young’s “The Teaching of 
Mathematics” is especially applicable at this point: “The teacher will 
also constantly be on the alert for opportunities to enliven the work with 
problems of local interest, relative to the local industries, population, 
government, and public works, the topography of the region, and the like. 
To this end he will seek occasion to acquaint himself with numerical 
facts relative to such topics, and will find no difficulty in amassing a 
large fund of material. Good textbooks suggest types of such problems, 
but these are inevitably of a general character; the teacher must add the 
local color. The problems will seem more real and interesting if they 
relate, for example, to a well-known local factory, to its employees, its 
consumption of raw materials, its products, their transportation to mar- 
ket and sale, than if they relate to a suppositious factory or to conditions 
in some other city. Each community has its own peculiar interests, and 
it is not difficult to make many problems, couched in general terms in 
printed texts, more local in character; when the textbook speaks of a 
monument, a gas tank, a post office, a bridge, it is an easy matter te 


Part VIIT.—Commercial Subjects. a 


substitute analogous data relative to owx monument, our gas tank, our 
post office, our bridge. The pupils’ interest will be still further en- 
hanced if they themselves are enlisted in securing the data needed.” 


PERCENTAGE. 


Note the discussion in the text and the reference on page 211 to the 
‘three type problems. 

Fractions as used in business are mostly in the form of per cents, 
and this fact gives its importance to the subject of percentage. Make 
clear that a per cent is a form of decimal, a decimal expressed in hun- 
dredths, and little difficulty should be experienced by students in 
handling all forms of examples in percentage. 


TRADE DISCOUNT. 


Discuss the reasons for allowing trade discount in business, the ad- 
vantages to seller and buyer, the terms upon which allowed. References 
to catalogues showing discounts and to advertisements of local merchants 
will be useful. 
: PROFIT AND LOSS. 


The principles of percentage are easily applied. The extent to which 
the teacher will discuss net and gross cost and net and gross selling 
rice must depend upon the time at his disposal. The fact that in some 
ines of business the selling price is used as the base may be touched upon, 
though this method of computing the rate of gain or loss is not usually 
given in the arithmetics and is considered by many as unscientific. 


COMMISSION AND BROKERAGE. 


Introduce the topic by a discussion of the work of the commission 
merchant. Some of the students are likely to be more or less familiar 
with the shipping of live stock or produce and may be able to make 
valuable contributions to the discussion. Students may interview ship- 
pers or shippers may be invited to talk to the class and explain methods 
of selling and of figuring the compensation of commission men. 


INTEREST. 


This topic may be introduced by a discussion of why interest is al- 
lowed, why people borrow money, the interest laws of the state, the rela- 
tion of safety of investment to rate of interest. 

The teacher will, of course, show that interest problems are based upon 
the principles of percentage with the element of time added. It is ad- 
visable to learn well one of the many good methods of reckoning interest 
rather than to attempt to learn too many so-called short methods. The 
student should clearly understand the reasons underlying his method. 
At the basis of all methods is the simple process of multiplying the prin- 
cipal by the rate and time in years. 

Compound interest may be considered largely for the purpose of show- 
ing how rapidly money may accumulate when interest is compounded, 
thus inculcating ideas of thrift. Use the table for working problems. 

Secure printed blanks of forms of negotiable paper. Such forms may 
be secured from stationers, and perhaps the bookkeeping class will have 
extra blanks that the arithmetic class may use. Give the class practice 
in writing forms of paper and in filling out the blank forms. Let the 
students give and receive and endorse papers among themselves. 


BANK DISCOUNT. 


This is a live and practical subject in every community. Discuss the 
functions of the bank. Enlist the aid of the bankers. Interview them 
and invite them to talk to your class and explain bank discount. 

The taking of interest in advance and the method of computing time 
are the principal points calling for special mention. 


8 Course of Study for High Schools. 


TRUE DISCOUNT AND PARTIAL PAYMENTS. 


These topics are not of much practical value, and if time presses they 
may be omitted without serious loss to the students. 


TAXES. 


This is perhaps more important as a lesson in civics than in mathe- 
matics. Problems in local taxation should constitute a large part of the 
subject matter, the extent to which local taxation will be studied, and the 
data utilized for problems depending upon the time at the disposal of 
the teacher and class. A few local problems worked out will be of more 
value than a larger number taken from the book. 


INSURANCE. 


Invite a well-informed insurance man to discuss this subject before the 
class and give data for practical problems. This is one of the subjects 
that may be omitted in a half-year course. 


STOCKS AND BONDS. 


Use concrete illustrations in this topic. Let the class imagine them- 
selves organized into a corporation issuing shares of stock evidenced by 
certificates. What determines the market value of the stock? What is 
par value? Read the financial columns of newspapers to find the current 
market values of stocks. Why are some stocks above par and some 
below? It will be interesting to compare the quotations in the list given 
in the text on page 340 with present prices of the same stocks and dis- 
cuss probable reasons for the changes. What points should be considered 
. by one contemplating buying stocks or bonds as an investment? Has 
the school district or the city issued bonds? What is their market value? 
their par value? What is the base for figuring dividends and brokers’ 
commissions? Show the convenience of using the fixed par value rather 
than the fluctuating market value as the base. Using the lists in the 
papers, determine the rate of income upon investment of different stocks. 
This subject, which is such a live one in business, should not be a dead 
and uninteresting one to high-school students. 


EXCHANGE. 


This is a topic that may be omitted in a short course. Foreign ex- 
change, especially, may well be left for advanced students who have 
studied commercial geography and economics. 


UNITED STATES CUSTOMS. ~ 


This is another subject that belongs more to civics and economics than 
to arithmetic. It involves little of difficulty in mathematics. 


EQUATION OF PAYMENTS. 
Omit in a half-year course. 
PARTNERSHIP. 


Emphasize the fact that the distribution of profits and losses depends 
upon the agreement between the partners. In the absence of agreement 
it is presumed in law that they share equally. Excellent problems are 
given in the text, especially those under Partnership Settlements. 


Part VIII.—Commercial Subjects. 9 


COMMERCIAL GEOGRAPHY. 
(One-half unit.) 


Commercial geography has already demonstrated its high value as a 
fundamental course in a liberal education for business and living. This 
_ Subject, properly presented, is not really one-half unit of high-school 
work; it is an inoculation of vital interest in world affairs which will 
last through life. No other study offered in the high school is better 
adapted to cultivate acquaintance with the workings of the industrial 
world and to widen the horizon of the individval in matters of every- 
day interest in the world about him; this in itself is a large element in a 
liberal education. 

The best approach to the subject has been found to be the study of 
the chief commodities of commerce. This calls for a recognition of the 
geographic influences acting anywhere in the world in the production and 
movement of a given commodity; and it establishes a view of world 
relations and gives a preparation for the study of a country or a region 
as a unit. Commodities are studied from an economic as well as a 
geographic point of view. For this reason it is not an easy subject to 
prepare in, nor to teach. The reward of the study is found in the ex- 
hilaration of a constantly widening horizon, a migration out of a pro- 
vincial frame of mind and point of view into those that are national and 
international. 

The teacher should endeavor to place orderly and cumulative emphasis 
on general principles; to concentrate, as far as possible, the treatment of 
each topic; to use sparingly statistics of temporary value; to give little 
attention to industrial processes, except as they have geographic mean- 
ing; and to present industry and commerce as organic, evolutionary, and 
world-embracing, responding to natural conditions and to the spirit of 
discovery and invention and closely interwoven with the daily life of man. 

Clear and impressive pictures must be drawn of natural conditions and 
human occupations as they exist in well-defined regions and among 
peoples of various degrees of culture. 

Commercial geography presupposes some knowledge of physical, po- 
litical and place geography; of the part played in daily life by commerce 
and commercial activities; of the chief commercial nations of the world, 
their form of government and prevailing language; of methods and 
routes of commercial transportation; and of the chief seaports of the 
world. The teacher’s first problem should be to determine how much of 
such knowledge the individual pupil has at his command, and if the 
pupil has the ability to organize and apply such knowledge to other prob- 
lems which are sure to arise as the result of class discussion and study. 

Since a knowledge of place geography is considered important in the 
intelligent study of commercial geography, the following is suggested as 
a prerequisite. 

Location on maps of the following: 


1. All of the continents and oceans. 
2. All of the states of the United States. 


3. All of the countries of Europe, Asia, and South America feneantinis 
a few of the smallest and least important). 


A. The following coast waters: Hudson bay, Gulf of St. Lawrence, Bay 
of Fundy, New York bay, Delaware bay, Chesapeake bay, Hamp- 
ton Roads, Carribean sea, Gulf of Mexico, Gulf of California, San 
Francisco bay, Puget Sound; North sea, Baltic sea, English Chan- 
nel, Bay of Biscay, Mediterranean sea, Adriatic sea, Aegean sea, 
Black sea, White sea, Red sea, Arabian sea, Bay of Bengal, South 
China sea,-East China sea, Sea of Japan, Bering sea, Gulf of 
Guinea. 


10 


as 


Course of Study for High Schools. 


Straits: Florida, Magellan, Dover, Gibraltar, Dardanelles, Bos- 
porus, Malakka, Bering, Skagerrak, Kattegat. 

Rivers: . Mackenzie, Nelson, Yukon, Red River of the North, St. 
Lawrence, Mississippi, Missouri, Platte, Yellowstone, Frazer, Col- 
umbia, Snake, Colorado, Arkansas, Red, Rio Grande, Ohio, Ten- 
nessee, Hudson, Niagara, Potomac (Connecticut, St. Clair, De- 


troit, St. Marys, Mohawk, Delaware, Susquehanna, James); Ori- 


noco, Amazon, La Plata, Parana; Clyde, Thames, Seine, Rhone, 
Rhine, Elbe, Po, Tiber, Danube, Volga; Tigris, Euphrates, Indus, 
Ganges, Jordan, Yang-tze, Hoang, Amur, Ob, Lena, Yenisei, 
Brahmaputra, Murray, Darling, Nile, Niger, Congo, Zambezi. 


Lakes: Superior, Huron, Michigan, Erie, Ontario, Champlain, Great 


Slave, Great Bear, Winnipeg, Great Salt, Nicaragua, Titicaca; 


Geneva, Caspian Sea, Aral Sea, Dead Sea, Baikal, Tanganyika, 
Nyassa. ; 

Canals: Sault Ste. Marie, Welland, Erie, Champlain, Delaware and 
Chesapeake, Cape Cod, Panama, Manchester, Kiel, Suez. 


Mountains: White, Green, Adirondack, Catskill, Blue Ridge, Appa-. 


lachian, Allegheny, Ozark, Black Hills, Rocky, Sierra Nevada, Cas- 


cade, Coast Ranges; Andes; Pyrenees, Alps, Apennines, Carpa-. 


thian, Caucasus, Himalaya, Atlas. : . 

Peaks: Washington, Mitchell, Pikes Peak, Shasta, Rainier, Mc- 
Kinley, Aconcagua, Cotopaxi, Blanc, Matterhorn, Jungfrau, El- 
bruz, Sinai, Everest, Fujiyama. 

Islands: Greenland, Newfoundland, Long, Cuba, Porto Rico, Haiti, 
Jamaica, Trinidad, Bahama, Bermuda, Barbados, Azores, Hawaii, 
Samoa, Philippine, Canary, Borneo, Java, Sumatra, Formosa, 


Hondo, Tasmania, New Zealand, New Guinea, Ceylon, St. Helena, 


Man, Jersey, Sardinia, Sicily, Malta, Cyprus, Crete, Madagascar. 
One hundred world cities: 


London. Montreal. Edinburgh. 
New York. Dublin. San Francisco. 
Berlin. Lisbon. Bordeaux. 
Paris. Venice. Southampton. 
Vienna. Moscow. Amsterdam. 

~ Rome. Alexandria. Odessa. 
Petrograd. Canton. Hankau. 
Constantinople. Quebec. Sydney. 
Peking. Yokohama. Honolulu. 
Chicago. Madras. Jerusalem. 
Liverpool. Havre. Stockholm. 
Tokio. Christiana. Belfast. 
Calcutta. Cairo. Kiel. 
Antwerp. Shanghai. Brussels. 
Hamburg. Budapest. Smyrna. 
Rotterdam. Geneva. Santiago. 
Rio de Janeiro. Genoa. Barcelona. 
Philadelphia. Athens. Melbourne. 
Buenos Aires. Bombay. Batavia. 
Glasgow. Singapore. Sao Paulo. 
Marseilles. Bremen. Baltimore. 
Madrid. New Orleans. Toronto. 
Copenhagen. Cape Town. Johannesburgh. 
Hong Kong Manila. The Hague. 

(Victoria). Birmingham. Cologne. 

Naples. Munich. Trieste. 
Boston. Milan. Halifax. 
Havana. Lyons. Seattle. 


° 


Part VHI.—Commercial Subjects. 11 


11. One hundred world cities—continued. 


Warsaw. Auckland. ~ Para. 
Dresden. Winnipeg. Zurich. 
Manchester. Vancouver. Washington. 
St. Louis. Mecca. Oporto. 
Manaos. Tientsin. Osaka. 
Benares. Delhi. 
12. Seventy-five cities of the United States. (Cities of 100,000 or mere 
. im 1915): 

Albany. Jersey City. Providence. 
Atlanta. Kansas City. Reading. 
Baltimore. Los Angeles. Richmond. 
Birmingham. Louisville. Rochester. 
Boston. Lowell. St. Louis. 
Bridgeport. Lynn. St. Paul. 
Buffalo. Memphis. Salt Lake City. 
Cambridge. Milwaukee. San Antonio. 
Camden. Minneapolis. San Francisco. 
Chicago. Nashville. Scranton. 
Cincinnati. Newark. Seattle. 
Cleveland. New Bedford. Spokane... 
Columbus. New Haven. Springfield 
Dallas. New Orleans. (Mass.). 
Dayton. New York. Syracuse. 
Denver. Oakland. Tacoma. 
Detroit. Omaha. Toledo. 
Fall River. Paterson. Trenton. 
Grand Rapids. Philadelphia. Washington. 
Hartford. Pittsburgh. Worcester. 

~ Houston. Portland. Youngstown. 
Indianapolis. 

Additional cities: 
Charleston. ' Fort Worth. Mobile. 
Des Moines. Galveston. Santa Fe. 
Duluth. Gary. St. Augustine. 
E] Paso. Key West. Savannah. 


13. Definition and location of (what and where are they?): Abyssinia, 


Aden, Albania, Alberta, Aleutian, Alsace, Altai, Andorra, Antilles, 
Ardennes, Armenia, Asia Minor, Atacama, Assuan, Baku, Bava- 
ria, Bergen, Berkshire, Bethlehem, Bohemia, Brittany, Burma, 
Canary, Canberra, Cape Colony, Celebes, Chad, Chagres, Corea, 
Costa Rica, Dekkan, Finland, Galilee, Gatun, Greenwich, Hatteras, 
Honduras, Labrador, Lancashire, Liberia, Lorraine, Luxemburg, 
Luzon, Manchuria, Manhattan, Mongolia, Manitoba, Mesopotamia, 
Monaco, Montenegro, Morocco, New Brunswick, New South Wales, 
Nicaragua, Nova Scotia, Ontario, Patagonia, Poland, Port Said, 
Rhodesia, Riviera, Rumania, San Salvador, Santo Domingo, Sas- 
katchewan, Saxony, Scandinavia, Serbia, Siam, Siberia, Simplon, 
Sudan, Syria, Transvaal, Tripoli, Tunis, Turkestan, Tyrol, Vosges, 
Weser, Yucatan, Zuider. 


SUGGESTIONS. 


I. Accumulate a library. The material chould be divided into two 
groups, the permanent and the temporary. 

Standard works in geography (physical, political, industrial and com- 
mercial), books dealing with such special topics as transportation, bank- 
ing, etc., and government and state reports of permanent value, should 
form the nucleus of the permanent collection. To it should be added 
material that can be obtained from books, periodicals, or newspapers 


12 Course of Study for High Schools. 


concerning the commerce and industry of the state and the locality. 
For unbound material a box or envelope file will prove useful. 


The temporary material will include current statistical matter ob-_ 


tained from the. government departments and bureaus at Washington 
‘and from newspapers and periodicals, which frequently print advance 
summaries and totals. As soon as this material becomes out of date 
it should be discarded from the school libraries. 


II. Current topics can be taught to good advantage in connection 
with this subject. Have pupils report any items of special interest to 
a class in commercial geography; and always insist upon knowing the 
source of these items so as to encourage the reading of reputable periodi- 
cals only. Correct reading habits can be inculcated in this way. 


III. Teach pupils the use of government and other reports. Monthly 
summaries of commerce and consular reports can be obtained through 
your representative in Congress and from the World Almanac. 


IV. In using statistics it should be remembered that they are of value 
only so far as they serve to indicate relations. They are most usable 
when in the form of graphs or statistical maps. . 

It is suggested that the first part of the text taken up be chapter VI. 
This will introduce graphs and statistical maps, which the pupil should 
be taught to study and appreciate. Also, this gives the principles of the 
subject. This chapter should be reviewed after a study has been made 
of the chapters on wheat, cotton, cattle industries, iron, and coal. 

Pupils should be required to make graphic and statistical studies by 
constructing graphs and statistical maps from information furnished by 
the World Almanac (published by the Press Publishing Company, New 
York City; 35 cents. Order in cloth binding). Through this means 
comparisons will be more readily understood and relative importance 
appreciated. Outline maps can be obtained from the Historical Publish- 
ing Company, Topeka; or A. J. Nystrom & Company, Chicago, IIl. 

V. Pupils should be encouraged to note commercial and industrial 
facts that come under their observation, and properly report upon and 
interpret them. With this end in view the teacher should assign par- 
ticular problems suggested by local conditions and encourage pupils in an 


independent solution of the same. They should visit factories, stores,. 
and banks and obtain first-hand information. To make this work easy, 


provide pupil with a card of introduction, which should state that the 
pupil is a member of the commercial geography class. Business men 
will be glad to give courteous attention to such accredited visitors. 


VI. The teacher should make use of local opportunities to awaken the 
pupils to the realization of how much of their daily life is in vital touch 
with the principles of commercial geography. Every store in the com- 
munity, especially every grocery and dry goods store, offers a wonderful 
field for study. The pupil seldom realizes that in the grocery stores, 
and even on the pantry shelves of his own home, he may place his hands 
upon materials and articles which have come to him from the remote 
parts of the earth. The very clothes he wears may represent thousands 
of miles of transportation and many phases of international and inter- 
state commerce and the industry of many different parts of the earth; 
the wool from one region, cotton from another, dye from another, the 
manufactured cloth from yet another; all of which may be in some far 
away country necessitating great transportation facilities and the ap- 
plication of many hands before the finished product comes to him as 
clothes to wear. Years of human industry may be involved in produc- 


ing his coat or shoes, or in producing and bringing to his -home the spices, 


tea, coffee or fruit which form a part-of his daily meals. 

If the pupil can be brought to realize how much he depends upon other 
people for the things he daily enjoyss+how much of human’ industry, 
toil, ingenuity of invention, and how much of the world’s wealth is ex- 


a til, 


Part Vill.—Commercial Subjects. 13 


pended on the thing he daily utilizes—he will be more liable to have a 
vital interest in the study of commercial geography. 


VII. The following outline is given to aid teachers in developing the 
immediate locality in order to lay the foundation for developing the 
larger units: 


‘A. Local products: 
1. What geographical (physical, regional, or commercial) econ- 
ditions exist to influence the nature of these products. 
2. Which are: strictly local? which of commercial importance? 
Reasons. 
3. -Are any local products considered in the five great world 
products treated in Part I of the text? 


B. Local manufacturers. 

1. Function. 

2. Needs of the manufacturer. 
a. Raw materials. 
b. Supply of labor. 
ec. Supply of capital. 
d. Supply of power. 
e. Access to market. 

3. Influence of above needs on location of industries. 

4, Comparison of local industries with those of county, state, and 
nation. Bring out the point that manufacturing anywhere is 
confronted with about the same problems as locally, only on 

much greater scale. 
€. Transportation of local district. 
1. Kinds. 
2. Character of traffic. 


D. Trading in local district. 
1. Function. 
2. Kind. 
a. Wholesale and retail. 
b. Special store, department store, general store. 
3. Tendency to eliminate wholesaler and jobber; mail-order trade. 


&. Banking and funding facilities. 
1. Functions. 
2. Kinds. 
a. Banks. 
(1) Commercial. 
(a) National; state. Difference. 
(2) Savings. 
b. Trust companies. 
ce. Building and loan associations. 
d. Insurance companies. 
(1) Life. 
(2) Fire and tornado. 
(3) Accident. 
(4) Stock. 
(5) Crop. 
38. Exchange facilities. 
Always the pupil should be brought to see that his own local commu- 
nity is a miniature of the world. With this in mind he will see a reason 
for studying the subject. 


VIII. There is always a geographic reason (physical, regional or 
eommercial) for any centralization of industry. 

IX. There should be available, for the study of commercial geography, 
political maps of all continents and of the United States; a good physical 
map of the United States; a map of the world showing present-day 
trade routes. = 


14 Course of Study for High Schools. 


a 


BOOKS FOR REFERENCE. 


Day, Clive. History of Commerce. Longmans, Green & Co. $2. 

Dryer, Chas. R. Economic Geography. American Book Co. 

Johnson, E. R. Elements of Transportation. D. Appleton & Co. $1.50. 
Robinson, E. V. D. Commercial Geography.. Rand, McNally. $1.25. - 


Salisbury, R. D., and others. Elements of Geography. Henry Holt & Ce. 


$1.50. 

Smith. Story of Iron and Steel. D. Appleton & Co. 75 cents. 

Van Hise: The Conservation of Natural Resources in the United States. 
Macmillan Co. $2. 

Ward, R. D. C. Climate, Considered Especially in Relation to Man. 
Putnam. $2. 


PENMANSHIP. 


(One-half unit.) 


Good penmanship is second in value to good speech. The ability te 
write a good hand enables the pupil to effect a great saving of time 
in all his subjects for himself, his teachers, and all concerned. The 
value of this ability becomes greatly enhanced after graduation from 
school. Business men often make penmanship the deciding factor in em- 
ploying new help or in making promotions. 

Under proper directions good handwriting may be acquired by any 
normal person of growing age. Proper directions can be given only by 
those who understand the fundamental principles involved. These prin- 
ciples may be learned by any painstaking teacher, and may be success- 
fully employed by any teacher who will take pains to adhere to them. 


The common cause of failure in teaching penmanship in high schools. 


is due to insufficient and indefinite movement practice. There are three 
phases of movement through which every successful student must pass. 
Each of these must be taken up in its proper order, and each must be 
carried to the proper point of development. The three phases: are: 
(1) mere movement; (2) capital-letter movement; (8) small-letter move- 
ment, : 

The first phase means that the student should Jearn merely to produce 
movement regardless of the use to which it is to be put, just as is the 
ease in learning to walk, or to ride a bicycle, or to perform any other 
act. To accomplish this step successfully movement exercises such as 


the compact continuous oval, retraced oval, and straight-line drills, made- 


in all sizes from one to four ruled spaces in height, should be practiced 
until the writing impulse becomes established in the arm and until there 
is no longer any impulse to write felt in the fingers. This may require 
from four to eight weeks of hard, careful practice, but no letters should 
be attempted until this step has been fully mastered. With the writing 
impulse fully fixed in the arm, there will be no tendency to use any 
other movement in writing, and the second phase may then be under- 
taken. 

The second phase is to acquire a movement habit for each capital 
letter. This is best done by making continuous movement drills of the 
capitals best adapted to this purpose. Such practice not only results 
in forming correct movement habits for the different letters, but im- 
proves the quality of the movement, making it smoother and adding to 
the reserve power of the writer. The best capitals to use in commencing 
the capital-letter movement are O, C, E, and A, using each in a con- 


nected line extending entirely across the page without shifting the posi- - 


tion of arm or paper and without lifting the pen. Such practice can 
not be excelled for developing movement power in the best sense. In 
most cases the capital should be practiced as a connected exercise first, 
and then singly, because movement power is always the first considera- 
tion. . 


- al 


Part VIII.—Commercial Subjects. 15 


_.The third phase is the small-letter movement which is practically 
an untouched field from the standpoint of penmanship pedagogy. In 
~ all the small letters there are forty down strokes. Of these thirty-two 
_ should be straight lines. There is no such thing as really producing 
good penmanship without observing these straight lines. Most pupils in 
learning to write with the arm movement undertake to apply the capital- 
letter movement to the small letters, and the result is a sprawling style 
that is altogether ungraceful, inaccurate and impractical. The difference 
between the capital-letter movement and the small-letter movement is as 
great as between skating and walking. 

- To master the small letters special exercises must be used in develop- 
ing the correct movement. An exercise using a succession of strokes 
like small ¢ but not retraced at the top; and joined small J or small e 
are the best for the first steps. These exercises should be made to the 
count of ten in this manner: 

For each letter, or for each point in the first exercise suggested, 
make a quick up and down stroke and stop at the bottom. Two elements 
are absolutely necessary to the mastery of this phase of movement, viz., 
a quick up and down stroke and a full, dead stop at the bottom of each 
down stroke. No other movement will result in mastering the straight 
down strokes, without which good penmanship is impossible. At first 
the stops at the bottoms of the straight down strokes should be quite 
prolonged, to insure deliberation, concentration of effort, and exactness 
in time. With continued practice the stops should become more and more 
brief, until at last they are imperceptible. 


MATERIALS. 


The pens used should be of a finer quality than are recommended for 
the business office, because the ob’ect is training and not product. The 
pen should be highly responsive, since otherwise a high degree of train- 
ing would be impossible. Pens, penholders and ink should be similar in 
quality to the following: Hausam’s advanced pen No. 58; Eagle pen- 
holder No.-173; Bankers’ black ink. The penholder should have no metal 
where the fingers clasp it. 

POSITION. 


Sit facing the desk with both arms placed on the desk, forming ap- 
proximately right angles at the elbows. Tip forward slightly at the 
hips, and tip the body gently toward the arm not used in writing, so that 
the weight of the upper body may be imposed upon that arm and leave 
the writing arm free from all weight except its own. 

_ The staff should be held between the second finger and the thumb, 
crossing the second finger at about the root of the nail, and with the 
inside of the thumb flat against the holder. The first finger should drop 
lightly upon the staff, preserving a natural arch. The first joint of the 
first finger should never be depressed, as this always indicates excessive 
pressure. The last two fingers should be drawn under the hand far 
enough so that the little finger will become the support of the hand, 
resting anywhere from the nail to the second joint as may seem most 
convenient. The wrist and fleshy part of the hand should be lifted above 
the desk slightly. The hand should be allowed to tip away from the 
body enough to relax the muscles, but the incline should never be exces- 
sive; that is, not more than forty-five degrees. 


SUGGESTIONS. 


1. Proper muscular movement should receive attention first; form, 
second; and speed, third. These three points are necessarily kept in mind 
in all practice, but they should be emphasized in the order mentioned. 

2. Definitely plan all lessons before attempting to teach them. Call 
attention to the fact that penmanship practice requires a combined men- 
tal and muscular effort. The pupil who would write well must learn to 


16 Course of Study for High Schools. 


think about his work and criticize it constantly. Have a regular time 
for practice in school and make the most of that time. 

3. A liberal use of the blackboard should be made by the teacher; and 
a pupil who fs backward in the matter of form may spend a little time 
profitably in blackboard practice. 

4. Sit down and write for the pupil as often as time permits and cir- 
cumstances require. Give some individual attention to each pupil every 
day. Don’t try to do all the work from the floor. 

5. Inculcate habits of wholesome criticism by having pupils criticize 
work placed on the blackboard by either teachers or pupils. 

6. In the advanced portions of the course much practice should be 
given on page work, using original composition. Pupils should become 
proficient enough in the use of the pen to write well even though the 
mind is absorbed in the matter which is being written. This is the only 
real test of penmanship ability that is worth while. 

7. After the proper movement is aE require some home work 
daily. 

8. Have all home work and class work filed and return it to the pupils 
at stated intervals so they can note their progress. 

9. Put up for inspection all noteworthy practice work. 

10. Monthly specimens of each pupil’s work may be RoE on file as a 
record of progress and improvement. 


BOOKKEEPING. 


(One-half unit to two units.) 
REFERENCE BOOKS. 


Klein. Elements of Accounts. 
Sprague. Philosophy of Accounts. 
Cole. Accounts, Their Construction and Interpreqdiom 


All the leading textbooks are useful for reference and supplementary 


work. 
AIMS. 


The aims of bookkeeping should be: 

1. To impart information as to business organization and business 
customs, practices, and laws. 

2. To give mental discipline, especially to develop initiative, reasoning 
power, and constructive imagination, and to train in habits of accuracy. 

3. To prepare the individual to appreciate, to understand and to mas- 
ter the keeping of any system of records he may be called on to work 


with. 
“FIRST TERM. 


Nore.—tThe references are to Lyons’ Complete Bookkeeping, adopted by the State 
School Book Commission in 1915. 

Part I of the text constitutes the work of the first term. 

The textbook must largely determine the order and method of pre- 
senting the work. The instructions in the state text are very definite in 
most respects and these instructions will not be repeated in this outline. 
The directions here given are to be considered as suggestive only. 

It is assumed that the teacher will have c'assroom recitations in book- 
keeping, that definite lessons will be assigned, that problems and transac- 
tions will be discussed in the recitation, and new points introduced and 
discussed. The present tendency in teaching bookkeeping is indicated by 
the following quotation from a recent work on Methods in Commercial 
Education: “No extended comment need be made, we think, regarding 
the necessity for some individual instruction in this subject. We venture 


‘ cal 
ate: ha see ee 


»’ 


-Part VIl.—Commercial Subjects.. _ 7, 


to predict, however, that the vicious practice of all individual work, so 
long deemed the only means of imparting the knowledge of accounts, will 
soon give way to the orderly classroom method which obtains in other 
subjects of the.curriculum.” 


LEDGER EXERCISES. 
(Pages 5 to 34.) 


Read the author’s. preface on page 4 of the text. Bookkeeping is here 
introduced through the ledger, ten of the principal accounts usually 
found in a ledger being taken up. Each account is introduced by a num- 
ber of arithmetical problems. The instructions in the text are very 
definite and should be followed, though it may not be necessary to use all 
the problems given. See that the students understand that the account 
form is merely a particular way of showing the solution of an arith- 
metical problem. See that the account is as carefully reasoned out as a 
problem in arithmetic would be. Also teach very carefully the matters of 
form as to ruling and other points in closing each account. These ledger 
exercises, if carefully done, will probably take from three to four weeks. 
The teacher should give additional supplementary exercises and the 
students should devise original problems to be worked out in the account 
form. Accounts for this purpose may be suggested by the teacher; as, 
an account with a-garden, a flock of chickens, a cornfield, an ice-cream 

stand, etc. 
INTRODUCTION OF THE JOURNAL. 
(Pages 35 to 40.) 


Develop the idea of a business transaction, showing that it is an ex- 
change of values, that in every business transaction there is a value re- 
ceived and a value given. Give numerous examples of business transac- 
tions and call upon the class to give examples, naming in each case the 
value received and the value given. The journal is a book in which are 
recorded in systematic shape the values received and the values given. 
Develop the meaning of debit and credit. 

It is suggested that the teacher give several simple journalizing exer- 
cises before assigning those in the textbook on pages 38 and 39, which 
are rather complicated for students at this stage of their advancement. 


POSTING. 


Posting is easily learned if it is taken up carefully at the beginning. 
An effective way of introducing it is to rule ledger forms on the black- 
board to which the teacher will post the journal entries with the class, 
the class posting at the same time on their papers. It will be helpful 
also to have on the blackboard the journal from which the posting is 
done. If the posting is done correctly the first time, there will be little 
or no trouble afterwards. 

TRIAL BALANCE. 


A little skillful questioning will lead all the class to see why the sum 
of all the debits in the ledger equals the sum of all the credits. Ask the 
class to see if this is true of the ledger under consideration. Then show 
the form of the trial balance. 


BUSINESS PAPERS INTRODUCED. 
(Page 44.) 


Read the author’s preface on page 3 of the text. The transactions in 
chapter II are based upon business papers. Instructions in the text are 
clear and definite. Follow them carefully. Insist upon accuracy in car- 
ing for papers and cash, and upon correctness of reports. 

The trial balance by differences is called for on page 60. The teacher 
should explain this in advance. Lead the students to apply their knowl- 
edge of the mathematical equation and the axioms used therewith. 


18 Course of Study for High Schools. 


STATEMENTS. a 
(Pages 63 to 69.) 


Introduce with problems, using those in the text and such others as the 
teacher may deem it useful to devise. Here again the relation of book- 
keeping and arithmetic may be shown, the statement being merely a par- 
ticular form of showing an arithmetical solution. Avoid mechanical work. 
The exercises, or problems, on pages 70 and 71 are extremely valuable 
in this connection, and the teacher should devise and use many others 
like them. : 

CLOSING THE LEDGER. 
(Page 71.) 


The closing of the ledger should not cause any difficulty if the ledger 
exercises at the beginning of the text have been carefully worked out. 

Make clear and emphasize the relation of the accounts to each other. 
Several supplementary ledgers should be closed, the class devising one or 
two short ledgers in addition to those that the teacher may give. 

The introduction of the journal, the writing of the journal for Janu- 
ary, making the statements, and closing the ledger will probably occupy 
about six weeks. ; 

THE SALES BOOK. 
(Pages 77 to 78.) 


Early in the February transactions the sales book is introduced. This 
is not a difficult book, but care needs to be used to see that the student 
learns the correct form and that he knows what is the debit and what is 
the credit in each entry. Transactions requiring entries in the journal! 
as well as in the sales book need to be explained carefully. 

Note that on February 14 all transactions are posted up to date and a 
trial balance taken. Note and explain the manner of posting the sales- 
book items and of treating the sales-book footing in the trial balance. 


THE BILL BOOK. 


This is an auxiliary book and the explanation of its use and purpose 
involves nothing difficult. 


STATEMENTS AND LEDGER CLOSING FOR FEBRUARY. 


After the work of February is closed several supplementary problems 
should be given. The problem given below is suggested as suitable: 


Problem. : 
The footings of James Cole’s ledger for the month are as follows: 

Dr, Cr 
James.Cole, proprietoritnctu ep nie ee $100 $3,000 
Merchandise: e002 Fo en ee cee 4,000 2,500 
Expense => oa, ree eee cee See 200-.. see 
Furniture. and=fixtures 4.0... ae ae 400 -(>- See 
Interests a3 Stic tate sok 5 Se eee re ee 30 20 
Cash. hin ee Oa ee ee 4,500 3,500 
Notes “réceivable: 3.00 ee ee ee 1,000 500 
AB Kane ein teas ion eee eee 1,500 1,000 
Notes payable: <0 cree ee eee eee 700 1,000 
OO. Becwilliams 5. 6 © a pe ee 500 - 910 


Inventories: Merchandise, $2000; expense, $50; furniture and fix- 
tures, $350; interest on notes receivable, $10, interest on notes payable, $5. 
Make financial statement and loss-and-gain statement. 
at above accounts may also be opened in the ledger and the ledger 
closed. 


7 - 


Part VIII.—Commercial Subjects. 19 


THE CASH BOOK. 
(Pages 95 to 101.) 


A method of introducing the cash book which has been used success- 
fully is for the teacher to rule the cash book on the blackboard while the 
class rule on loose paper, and the teacher then makes entries on the 
_blackboard while the class make entries on their papers. Exercise I, 
page 98 of the text, may thus be written by the teacher and the class at 
the same time. Be particularly careful to make clear the debit and credit 
in each entry. 

_ Posting this exercise and taking a trial balance involve little of diffi- 
eulty if the students are carefully directed at the beginning. 

The writing of Exercise II should be carefully supervised by the 
Lad Each entry should be discussed in class. Avoid mechanical 
work. 

Several supplementary cash book sets may be profitably written up be- 
fore beginning chapter IV. 


FURNITURE BUSINESS. 
(Page 102.) 


Special attention should be given to the opening entries. They should 
be studied and discussed in class before being placed in the book. It is 
advisable to make these opening entries on loose paper before placing 
them in the blank books. 

There seems to be nothing calling for special mention in writing up the 
transactions for March, except perhaps the treatment of the merchandise 


- in the trial balances on the 14th and at the close of the month. 


The forms of statements for March in the text are definite and clear, 
but there is danger that the student will copy these forms without 
thought. To avoid this danger give several problems similar to the one 
on page 126 of the text. It will be a very valuable exercise for the stu- 
dents to make original problems of the same kind. 

The work for April is pretty definitely laid out in the text and the 
only suggestion here given is that problems for making statements and 
for ledger closing be given by the teacher and original exercises bé de- 
vised by the students. 

The experience of several teachers seems to indicate that the work to 
this point may be finished in about sixteen weeks, leaving about two 
weeks for reviews, problems and other supplementary work. 


SECOND TERM. 


Part II of the text constitutes the work of the second semester. 

Much of the preliminary work on pages 141 to 148 may be omitted 
or other exercises given by the teacher in place of them. The teacher 
is especially cautioned not tc take up the “Exercise on Drafts” on page 
146 unless the exercise has been very carefully studied in advance. 


THE BOOT AND SHOE BUSINESS. 
(Page 150.) 


The principal new feature in this set is the three-column cash book. 
The student is introduced through this to special column books which 
are so much used in business at the present time. Take special pains to 
see that the students understand the reasons for each entry; that they 
see clearly the debit and credit each time. There is special danger here 
that the student will make his entries in a merely mechanical way. 
Note that the cash discount columns do not represent cash received or 
paid, but merely allowances for cash paid or received within a certain 
time. The students’ difficulties in posting from this book should be 
anticipated by the teacher and carefully explained in advance. 


20 Course of Study for High Schools. 


NEW ACCOUNTS. 


Explain these, especially the investment account. These are taken 
up in the text, but it needs the teacher’s explanations and the class dis- 
cussions to make their use and purpose clear. 

Note the method of opening the books from a trial balance. Also note 
carefully the matter of dating bills ahead. 


TRIAL BALANCE. 
(Page 161.) 


Some features of the trial balance taken on June 15 call for careful 
explanation. Here again the teacher should anticipate the students’ 
difficulties and give the needed explanations in advance. Note especially 
the debit and credit items, and the method of obtaining the cash balance. 


CLOSING JUNE SET. 


After the June set has been closed, problems similar to the following 
should be given: 
Pen hionn 


Student’s ledger at the close of business, April 30, showed the follow- 
ing footings for the month: 


Dr. Cre 
Student; proprietors wea oe aes ee eee $200 $4,000. 
Merchandise. 20. OE eee ore See 5,000 4,000. 
Freight: og oo oe ae el es ee 400 5 OR ae 
Real. estate yo Se thes wie en nee eee 3,000 Pasa 
Furniture*and fixtures... .2vccvus eee 1,000 hen 
Motor truck ire os ie. ste ena ets re ee 1,500 ne eee 
EGXpensé “aioe: ahha oe hae eee eon 0 O00. ee eee 
Advertising. oie cco, eet oe ok eee eee 3005 ee 
Interest.<.-, cuca tae ae ee aetna tea 100 150 
CaS ee aver sae'e one oan ise ace ae 1,000 22 ree 
Notes receivable’... pss cee eee 1,500 1,400 
Js%7QO. Gray ce oo es i ce er oo go Ulead SS toces eet OO ee 
Notes- payable © ...55 2: asa tk ee eee eee 1,500 6,000 
MSoP SMorsesi5 0c. a2 ois ak ne ee 300 — 1,750 


Inventories: Merchandise, $1500; real estate, $3500; furni- | 
ture and fixtures, $900; motor truck, $1300; office supplies on 
hand, $50; due clerks on salaries, $60; advertising unpaid, $40. 


Make financial statement and loss-and-gain statement. Also enter the 
above accounts in a ledger and close the ledger. 

The work for July is a continuation of that for June and seems to 
involve no points calling for special comment. 


DRY-GOODS BUSINESS. 
(Page 180.) 


The principal new features in this set are the purchase book and the 
subdivision of the merchandise account, both of which are carefully ex- 
plained in the textbook, pages 180 to 183. 

At the close of August the following problem is suggested as. supple- 
mentary to the text: 


Part VIII.—Commercial Sub jects. 21 


Problem. 


Open accounts in the ledger with the following debit and credit en- 
tries, make statements, and close the ledger: 


Dr. Cr. 
SeeeeeBLODMICLOL a. 2.5405. 5 2 ease ha ie ise base weaes $200 $10.000 
ETUC ig aa nn Powe Aenea vigi et 200 10,000 
PeTPPICGPOTANG, 1EXLULES ou 6 cssccs ce sede cess FOE OU ie ee Serre Son 
Merchandise purchases’... 2.0... 0.2 cence 15,000 1,000 
PUMOIAUOISE SACS oe. Aisle. 5 aievsjera jas re oes 500 20,000 
Per NaAnGdise stVAdiNG A. Wo. . sks ee ole eke oe P2000 Sar ues, ade 
rCPOIONG. ANG CULICS otc). -0°6 oc 0 e's © 0.0. be vls w eleiere MOU pe s)he ge 
MEPERLOECHE: ANG: CISCOUN Gen. 5 aie. c' vente ws aiede oe he 150 50 
ME VEL SCOUT Geis 2 coc acca ek aol, boda: Meaty Boy, wits! goeeze 300 400 
PPBVEMUN CXPCNSCS® -.s., 4.5 < Ws, oe shard oe avacess BOG hore Fee 
So Tea ag oc UNE I GIR am a Pain 8 DOG sos ae 
IUES OT CCOLVA DIO, athens alice Oe aslo ne Weiler 8,000 5,000 
PICEDUIS A TECEIVADIO§ So. Ooi. os se on buke we ws 12,000 7,000 
REET ILM Gre Sharda Pals bis ele Be o's ipso oa 4000" a 5,000 
ea SERV LRS TG CERT) (ee eR da 6,000 7,000 
SEI Rs Do eaters ake ey! oe os cae a ee Gt dc eal dak PLOW Sefer. hn rte 


Inventories: Merchandise, $10,000; furniture and fixtures, 
$1200; interest accrued on notes receivable, $50; interest accrued 
on notes payable, $20; expense, due on clerk’s salaries, $100; 
office supplies and stationery on hand, $40. 


The dry-goods business is continued through September with no es- 
pecially new features. Supplementary problems and discussions of 
various points in accounting will be found on pages 199 to 216, where 
the teacher will find much that is very valuable. Perhaps all of the mat- 
ter here found can not be used, but the teacher may select the exercises 
best adapted to the needs of his class. 


SINGLE ENTRY. 


It is well to acquaint the student with single-entry bookkeeping for 
the reasons stated by the author. Therefore it is advisable to write up 
the single-entry set. In changing from the single entry to double entry 
the student may also add to his understanding of both methods of keep- 


ing books, 
THIRD TERM. 


The wholesale accounting set constitutes the work of this semester. 
The author says this is a “comprehensive, scientific and teachable pre- 
sentation of a method of bookkeeping, adapted to wholesaling in general, 
and to the grocery business in particular.” 

The set has many valuable accounting features. The directions and 
instructions are clear and definite, and must be read carefully by the 
teacher who would teach the set successfully. Indeed, in order to 
handle the course with entire success the teacher should work out the 
set before taking charge of the class in it. 

The uses of the various books, the classification of accounts, methods 
of posting, the manner of making original entries, all require of the 
teacher careful preliminary study. Note the third paragraph on page 16. 

At the end of each month, January, February and March, give one or 
more problems similar to those on page 48 of the text. Let the students - 
make original problems for statements and for ledger closings. Again, 
avoid mechanical work. Train the students to think. 


FOURTH TERM. 


The mercantile accounting set constitutes the work of this term. 

The special-column cash book is perhaps the most striking feature of 
this set. The six-column journal and the purchase ledger are also new 
features. Note the classification of accounts. 


/ 


22 Course of Study for High Schools. 


This is a very interesting set. It is, however, a difficult one to open, 
and it is therefore of extreme importance that in the opening entries the 
teacher guide the student very carefuily. Unless the teacher is already 
familiar with the set, the only safe pian for him to follow is to work it 
out before attempting to teach it to a class. 

See that the students read the paragraph on page 6, “To the Student.” 

As in the other courses, give supplementary exercises to develop and 
test the students’ thinking. The following problem is suggested as 
suitable for use at this time: ; 


Problem. 


The ledger of J. C. Doane and A. O. Brown, partners, showed the 
footings as given below for the two months ending June 30, 1917. Using 
these footings and the inventories given, make statements showing losses 
and gains and assets and liabilities. 


Dr: Cr. 
Ji Go Doane: Gapital se aes i Serie a eee $20,000 
J. Ce Doanes privates... ea oe ee $500 600 
A..0, Brown, icapitalccecie in ok ote * 15,000 
A; O- Brown, private.cie > oe ete 400 600 
Gash os, ieee ed oe ee en 15,000 2. eee 
Petty cash (ror an Cee eee LO: ¢. 3S ee 
Notés ‘recéivable.2. fyi, s.r e oe 20,000 7,000 _ 
Accounts “receivable, 4 Tec) esate ame eee 37,000 ~ 18,000 
Merchandise, inventory April 1.......... 6,000 3 5475 ee 
Barn: equipment 557.0. iu. ats 2 ee 2,000: Se eee 
Office furnitures... 3. 0S. tis Gan eee ee 300... .< Sear onnes 
A. C. Williams, traveling salesman...... 1,200 1,100 
Merchandise purchases ........... eee A 28,000 1,000 
Litcfreight sess choc cece aoe Pa a ee the 1,000.«)- = aaaeee 
Mérchandisé ‘sales ctu. o 0 cccte > wate ores - 1,500 ~ 50,000 
Out freight = ooo Se ee - 600 500 
Rent +. 26s Shs. ea eee eo ee 1,000 eters 
Instrance © 3-65! nee ve eee ee 400 Rig aie 
General- expense 2.) oi. ssasa ass oes eee 2,500:... “Sa Saee 43 
+ Barn €xpense wisi ote ea el ee 1,406» +s See 
Yard. expense) 5-:c0 te fen. eee teeta 1,500: <2 
Traveling ‘expense Jxq.. ss eh areal cape 2,000 ae re 
Interest~ and, discount...d264>5--2:.. eae eee 500 400 
Cash’ discounts Sten so eee ee 1,000 800 
Notes: payablemss. it. ae ete case ee ee 3,000 10,000 
Accounts payables) .2s oe Mea oe eek sence 12,690 15,000 


Inventories June 30, 1917: Merchandise, $5000; barn equip- 
ment, $1500; unearned insurance, $100; printing bills unpaid, 
$25; interest accrued on notes receivable, $100; interest accrued 
on notes payable, $50. 


SUGGESTIONS. 


1. Give frequent oral drills on points covered. This will give the 
pupil a readiness and dispatch in the execution of his work which can 
scarcely be acquired in any other way and which is indispensable to the 
pupil when he is called upon to write an examination within a reasonable 
time limit. Remember that drill, both oral and written, will aid rather 
than retard the pupil’s progress in the end. 

2. Emphasis should be placed on the necessity for the rapid execu- 
tion of the work of recording entries, making out business papers, etc., 
when they are thoroughly understood. 

3. Impress upon the student the fact that it is the man who can 
execute rapidly who is in demand, and that in this subject he is given an 
opportunity to acquire this highly prized ability. 


Part VIII.—Commercial Subjects. 23 


_ 4, Frequent short review sets should be given and a proper time limit 
should be set on some of them so that the pupil will be able to do his 
best work on an examination where a definite time is stated. 

h. Give frequent reviews in making the business statements, using 
trial balances or ledgers mimeographed and furnished the pupil, where 
possible. 

6. Drill on closing the ledger in order that both accuracy and dispatch 
may be acquired. 

7. Ruling exercises should be given. These may ‘include single and 
double red lines, and the forms of the various books used in this course. 

8. Do not permit pupils to copy work in their blanks. Require orig- 
inal work. 

9. Drill in correcting errors is quite as essential as any other lesson 
in bookkeeping. 

10. Emphasize the importance of clear, complete, and concise ex- 
planatory statements in connection with each original entry. This test 
should be continually applied: Would a stranger understand from your 
record just what has taken place? 

11. The distinction between “interest and discount” and “merchandise 
discount” should be thoroughly explained. 

12. When the business practice begins, have all bank pass books 
properly kept and written up. This work may be done either by the 
teacher or by pupils selected by the teacher, but in no case should each 
pupil write up his own pass book. 

13. Even though terms which are not used in the business world are 
used in the schoolroom for pedagogic reasons, it is necessary that the 
terms used by business men and accountants should be thoroughly under- 
stood. For instance, in nearly all heols *‘ oss and gain” is used for “profit 
and loss” and “resources and liabilities’ for “assets and liabilities.” 
Such apparent differences should be thoroughly understood by the pupil, 
not merely because they may be used on examination, but because he will 
surely hear them used by business men. 

14. In posting, post all debits first and then all credits. This will 
tend to lessen the chance of error. 

15. Methods of proving, posting, and locating errors in the trial 
balance should receive considerable attention, as errors in posting and 
consequent difficulty with the trial balance use up a large amount of the 
pupils’ time. Insist on the use of some kind of a check mark when re- 
viewing posting. 

16. Folio numbers should be used in ali posting. IJnsistence on this 
point will save the pupil much time. 

17. Insist on neatness and the best penmanship of which the pupil is 
capable in all bookkeeping work. 


SHORTHAND AND TYPEWRITING. 


Shorthand and typewriting become purely vocational subjects to those 
students who take them with the expectation of selling their services to 
the business world. The school should have regard to the demands of 
the business world and help its students to get ready to sell their services 
to the best advantage. In office work business men demand, first, ac- 
curacy; second, neatness; third, speed. Without accuracy an office 
worker is soon out of a job. With accuracy only, he will hold only in- 
ferior jobs. With accuracy and neatness he will command a fair place; 
but the good positions with the good salaries go to those who can turn 
out correct, neat work and do it quickly. The high school that offers a 
commercial course, but fails to acquaint its students with the demands 
of business and to prepare them to meet those demands, has denied its 
students a valuable opportunity. 


24 Course of Study for High Schools. 


High schools should develop a more objective system of grading com- 
mercial work and an adequate system of vocational records, so that a 
prospective employer may know pretty accurately what a pupil can do- 
without having to try him, If pupils know that they are being graded 
by: an objective standard, and that their records will count in getting 
positions, it will ke a strong incentive to high-grade work. 

The work in shorthand and typewriting should be taken up simul- 
taneously, ordinarily at the beginning of the junior year. Under no 
circumstances should shorthand be taken unless accompanied by type- 
writing. 

Throughout the two years during which typewriting may be taken, 
two periods a day should be given to the work if a full unit of credit is 
to be earned each year and if the established standards are to be met. 

During the first year the work will consist chiefly in doing’ satis- 
factorily the exercises suggestd by the manual used. During the second 
year the work will consist very largely of transcribing shorthand notes, 
although there should be some further use of the manual. ' 

During both years one full period a day should be given to the 
shorthand recitation, with at. least that amount of time given to outside 
preparation, if a full unit of credit is to be given each year. Less than. 
this amount of time will mean inability to meet the required standards. 
During the first year the outside work will consist. very largely in the 
study of the shorthand manual and in doing the exercises suggested 
by it. In the second year there will be some occasion for further use 
of a manual, but the outside preparation should consist very largely in 
writing shorthand. Every opportunity should be embraced to listen to 
and take down speeches. Students should also read to each other 
articles to be taken down by the listeners; and paragraphs and articles 
from newspapers, magazines and books should be turned into shorthand 
and handed in for correction or transcribed on the typewriter. 

During the second year the recitation period will be given up chiefly 
to such dictation as the student is likely to receive on going into an office. 
These notes should then be transcribed at the typewriter. The work 
of the year will therefore include many of the important elements of a 
course in business English or commercial correspondence. There should 
be frequent speed tests, but it should always be borne in mind that 
while speed is essential it is no less important that the student should 
be able to read his notes and to transcribe them accurately. 

The following plan is offered as suggestive. It is possible that some. 
schools are now reaching a higher standard of efficiency than that herein 
prescribed. 

SHORTHAND. 


(One or two units.) 


FIRST YEAR. 
FIRST TERM. 


The work of the first year is to complete the manual used in the 
school as the basis of the work, about half in the first term. It is better 
to get the principles thoroughly fixed and get a good form of writing 
than to cover much material. Frequent reviews are absolutely neces- 
sary. Some work can be given outside the manual with each lesson. 
Some of this supplementary work can be taken from the Gregg Pro- 
gressive Exercises, and Hints to Beginners. To cover this work will 
require forty minutes a day, five periods per week in class, and outside 
practice; or eighty minutes per day in school. 

Speed need not be emphasized during the first term, and speed tests 
may be omitted. However, proper habits of sitting and writing should. 
be insisted upon, as bad habits interfere with later speed development.:- 

The pupil’s passing grades at the end of the first term will be more ‘a 
matter of the teacher’s judgment, than at the end of any term following. 


Part VIII.—Commercial Subjects. 25 


SECOND TERM. 


Complete the manual. Review frequently, even going back to the first 
term’s work. Continue supplementary work. 

Since the only reason one learns shorthand is for commercial usage, 
speed is important. Increasing emphasis should be put upon this as the 
second term advances. Accuracy first, but stimulate pupils to increase in 
speed. Toward the end of the term give speed tests. The speed require- 
ments at the end of the second term should be about as follows: 


Grade III (passing)........ 52 words net per minute. 
SETAC Lie darchry sree yt Toros 60 words net per minute. 
RELA OR SrA ini ets 4 0 soak ksi 66 words net per minute. 


Shorthand and typewriting work should be graded according to the in- 
ternational contest rules. A copy may be obtained from the Remington 
Typewriter Company, New York, or any other first-class typewriter com- 


pany. 
SECOND YEAR. 
FIRST TERM. 


Take about one month to review the shorthand manual. From this 
time on the work will be almost entirely dictation. Use a variety of 
dictation exercises. Include all the more commonly met types of business 
letters and business forms, such as invoices, bills, ete. 

Keep speed in mind and give dictation progressively faster from week 
to week. Do not guess at the rate you are dictating. Use your watch. 
Make out a fairly definite schedule as to the rate you should reach each 
week, and note whether you are exceeding it or falling behind. 

Speed requirements at the end of this term should be very nearly: 


Pe Eade LLL? (DASSING) «scam ts os.) teehee s 68 net. 
Reh Ca et cae tees of Wee ha os trawlers ot 8 76 net. 
Ree eee rere SN PEN ocho a's. ws 84 net. 


SECOND TERM. 


Continue the type of work used in the preceding term. Speed require- 
ments at end of this term should be: 


PLAUGEILD seers ee SER aap at EL 88 net. 
Re Cree res Ba sos a otter as ald Nang he GA a a 108 net. 
CERO CR DD cane py tale Sibel c oles te GPE ee tek re 124 net. 

TYPEWRITING. 

(One or two units.) 

FIRST YEAR. 


FIRST TERM. 


The work of the first year is expected to complete the manual adopted 
for use in the school, about half the first term. Eighty minutes a day 
should be given to typewriting, preferably in two periods of forty min- 
utes each for beginners. 

It is far easier to prevent bad habits than to correct them. Insist 
on pupils sitting properly at the desk and giving the machine proper con- 
sideration and care. Another bad habit is wasting paper. Have each 
pupil write his name on fifty sheets of the half-size paper and number 
these consecutively from 1 to 50, and turn them in to the instructor in 
advance. The instructor should then stamp each sheet with a rubber 
stamp. The package is then returned to the pupil. The pupil in turning 
in his correct copies must turn in all the spoiled sheets, as shown by the 
consecutive numbers. This shows how many trials he has made to get a 
good copy. The pupil who can get his correct copies by using six sheets 


26 Course of Study for High Schools. 


should have a better grade than the one who uses twelve sheets for the 
same lesson. No employer wants good stationery wasted. A full waste- 
basket in the commercial room is a sorry comment on the instructor. : 

Since touch typewriting is probably being taught in all schools, some 
check should be kept on the pupils to see that they acquire the habit. 
About the end of the tenth lesson give a simple blindfold test. The pupil 
may not make a good showing on the first test, due to self-consciousness 
in a new experience. Give him another test in a week or so and follow it 
up until you are satisfied that he is not looking at the keys. 


Conditions for Passing Grade. 


To make a passing grade (III) at the end of the first term, the agi 
should have turned in the proper number of neat, perfect copies for 
each lesson, together with the spoiled sheets. 

He should sit properly at the machine and use the machine with 
proper care. He should pass the blindfold test. 

Speed need not enter into the grade requirement, but he should be 
writing at least eighteen words net per minute. 

Grade II should be given to those who have done a little more work, or 
preferably better work. The typing will be a little more uniform, mak- 
ing the page as a whole look better. Fewer spoiled sheets will be 
turned in. 

Grade I will be about as much better in quality than II as II is better 
than ITI. 

. About 8 per cent of the pupils should make grade I; 25 per cent, 

grade II; and 45 per cent to 50 per cent, grade III. This will leave about — 
17 to 22 per cent who do not get grades. Some of these are slow in habit 
formation and are behind only a lesson or two. All the pupils may be 
permitted to go right on with their work. Grades should be given and 
recorded when the work is completed. 


SECOND TERM. 

Complete the manual. 

By the middle of this term begin to stress speed, and give some speed 
tests. 

To make the passing grade (II) the pupil should have turned in perfect 
copies of all lessons, together with all the spoiled sheets. 

Be able to write, fold and address a letter. Pass the blindfold test for 
fingering. 

Attain the following speeds for the different grades: 


Grade: lH ee oe ieee 30 words net. 
Grade. TE? 3s Mites tans 386 words net. 
Grade: 4 eee eee 40 words net. 


Grades II and I should always require correspondingly neater form, 
more even stroke, and fewer spoiled sheets. 

By the end of this term some pupils will have demonstrated that they 
can never earn a living at office stenography and typewriting, and should 
be directed into other work. If they have good business sense, and have 
succeeded well at penmanship, bookkeeping, and arithmetic, they may be 
directed into accountancy work. The curriculum should be flexible 
enough to permit this. However, many will have demonstrated that they 
are in the wrong work and should be told to drop the study of type- 


writing and shorthand. 
SECOND YEAR. 


FIRST TERM. 


For those pupils taking shorthand, the transcribing of notes will fur- 
nish a considerable part of the work. In addition work should be given 
from supplementary typewriting texts. é 


Part VIII.—Commercial Subjects. OF 


-The supplementary work should offer a rather wide range, but special 
emphasis should be placed on business forms. Much of this can be given 
as dictation, and the pupil given the problem. of working it up into 
proper typewritten form. 

Speed should be emphasized more consistently and more frequent speed 
tests given. 

Passing requirements: Be able to write any kind of letter and all 
business forms drilled upon. 

Make following speeds: 


RTPA, Li bom tah or eek eb ots: 44 words net. 
SPAM te et care alas Sas 50 words net. 
eS te eh cs eae ke 54 words net. 


SECOND TERM. 
Work of same type as preceding term. Speed requirements: 


RST inte cos ek Ge ee 0 54 words net. 
Grade. 3h? 7.2 .4%.0....5..2..-« 60 words net. 
REPRO Re eS ti se ee bees ee -64 words net. 


COMMERCIAL LAW. 
(One-half unit.) 


Heietsfote this subject has been considered to have a place only in 
commercial courses. Its great value in citizen-training is so evident 
that it has won a place as a general high-school subject. Unquestionably 
it is largely social in its nature. Commercial law, so called, is in reality 
a group of social customs the outgrowth of long ages of trafle relations 
of man with man, which have come to be accepted as good practice and 
made into legal procedure by governmental authorities. The test of ages 
has proven them to be the best methods of securing mutual justice in 
commercial relations, and people through their governments have ac- 
cepted these customs as law. The subject of commercial law can be 
made interesting and valuable in any high school, and by connecting it 
with economics a valuable term’s work can be carried on. 


THE TEACHER. 


A well-equipped teacher is as necessary in this subject as in any 
other—a fact that seems to have been lost sight of in many schools. 
Commercial law is a big’ subject developed by centuries of experience 
and study. It deals with fundamental rights, with matters of everyday 
life, the relations of men in business affairs. Courts are busy applying 
principles of business law to controversies between individuals, and the: 
big public questions of the day are largely business questions.  I[llus- 
trative material is abundant, and the teacher has an unusual opportunity 
not only to impart useful information but to develop in his students 
discriminating habits of thought in relation to practical affairs. To 
realize for the student the possibilities of the course, the teacher must 
know more than one textbook. He should study the statutes and read 
cases and have at hand good reference books. Cases especially furnish 
excellent material for problems and illustrations. 

The teacher is advised to make himself thoroughly acquainted with 
the textbook, which contains many useful features in questions, ap- 
pendix, and glossary. 

AIMS. 


This course should give the student such a knowledge of business law 
as will enable him to “avoid litigation, understand his legal rights and 
limitations in ordinary business transactions, and know when he needs 
the services of a lawyer. It should teach him how to make use of court 
decisions and statutes and make him familiar with the more common 
legal forms, such as deeds, mortgages, bills of sale, leases, and others. 


28 Course of Study for High Schools. 


Special attention should be given to the law of contracts, as it is the 
basis of all business law. The statute of frauds, which prescribes what 
contracts must be in writing, and the statutes of limitation, showing 
the time in which suits may be brought to enforce certain obligations, 
should receive careful attention. The study of this subject should in- 
crease alertness in business matters and contribute to the development 
of logical and accurate thinking. 


SUGGESTIONS. 


1. A case book on each subject mentioned should be in the reference 
library of every commercial department. 


2. A legal magazine will prove valuable to any teacher who desires 
supplementary matter. 


3. Study of special legislation on the statute of frauds is indispensa- 
ble to a thorough knowledge of this most important part of the subject - 
of contracts. 


4, Teachers of commercial law should read widely concerning the 
topics included in a commercial law course and cultivate the acquaintance 
of a good lawyer who can be appealed to when occasion arises. If a 
good law library is accessible, so much the hetter. 


5. Both teacher and pupil should be watchful for current local cases 
which illustrate points under consideration. Such cases may be prepared 
for future use, as they will always be more interesting than either 
imaginary or foreign cases. 


6. When illustrating points by a hypothetical case, use the names 
of your pupils or of other known persons instead of such fictitious terms 
as A and B 


7. hens the class seems to be divided on a point contained: in a 
case under consideration, let the matter go over a day, and then have the 
case argued by leaders of the two sides. This will encourage independent 
investigation and arouse much genuine interest. 


8. Teachers of this subject will labor under an unusual temptation 
to tell too much and teach too little. Let the pupils recite, even though 
there are inaccuracies which have to be corrected. They often know 
more law than they can express because of insufficient opportunity to 
practice the art of expression. 


9. Frequent written tests should be given in order that definite and 
important principles may become thoroughly fixed in mind. In these 
tests cases should Fe used liberally to make sure that the pupil can 
apply the principles he has learned. 


10. In nearly every textbook review questions and cases are to be 
found at the end of each chapter. These should not be used in the 
preparation of lessons, but merely as review exercises, to satisfy the 
pupil that he has done his work well. 


11. Teachers will find it advantageous to spend a little time each 
day in giving to the pupils a brief foreword regarding the next lesson, 
emphasizing the points which are of special importance. If this is done, 
pupils will be less likely to attempt the useless task of committing the 
text to memory. 


12. There should be daily review of the important principles of the 
preceding lesson. 


13. Emphasize the fact that in no other subject is the saying more 
applicable that “a little learning is a dangerous thing.” Master definite 
pee of law every day, even if less ground is covered than was in- 
tended. 

14. Drill the pupils in the art of definite, brief, accurate expression 


so that they may be better able to answer easily and correctly questions 
asked on an examination. 


Part VIII.—Commercial Subjects. 29 


REFERENCE BOOKS. 


Huffcut. Elements of Business Law. Ginn & Co., Chicago. 

Spencer’s Manual of Commercial Law. Bobbs- Merrill Co., Indianapolis, 
Ind. 

Kansas. General Statutes, 1915. (Sold by State Library. $2.50.) 

Kansas. Session Laws, 1917. (Sold by State Library. $1.) 

Bays. Cases on Commercial Law. Callaghan & Co., Chicago. 

Hopkins. Cases on Contracts. West Publishing Co., St. Paul, Minn, 

Sprague. Cases on Contracts. West Publishing Co.,, St. Paul, Minn. | 

Business Law—Case Method. 7 vols. Commerce Clearing House, Chi- 
cago. 

Kansas. Supreme court Reports. (Sold by State Library. $2 per vol- 
ume.) 

THE USE OF CASES. 


The importance of studying cases, actual contests that have been 
fought out in the courts, can scarcely be overestimated. They add im- 
mensely to the interest, show the application of legal principles to actual 
facts, and develop the thinking faculties. 

The case books named above should be in the school library ana the 
teacher should give frequent reference to them, but the best cases, per- 
haps, are found in the Kansas Supreme Court Reports. Not many 
schools will be like'y to have these renorts, 2s they number more than a 
hundred volumes, but private libraries are often accessible. In referring 
to cases care should be used not to select those that are too technical or 
difficult for high-school students. -The cases from the Kansas reports 
- named below have been used with good results in many Kansas high 
schools. They are classified with reference to the order of subjects in 
the Kansas state text. 

To those not familiar with court reports it may be well to say that 
cases are referred to by title and the number of the volume and the page 
where found. Thus, a case given as Ross v. Cook, 71 K. 117, means a 
case in which Ross was plaintiff and Cook defendant, found in volume 71, 
page 117, of the Kansas Supreme Court Reports. 


THE USE OF STATUTES. 


Students should learn to use the statutes. Copies of the General 
Statutes of Kansas of 1915 eentrin a'l Jaws in effect at that time, and 
this with the Session Laws of 1917 will give all the statutes of the state 
now in force. 

Certain sections of the statutes of special importance to commercial 
law students are given below, arranged in the order of the subjects in 
the state text. The teacher may find other valuable and interesting sec- 
tions. 

THE USE OF PROBLEMS. 


By a problem, as here used, is meant a statement of facts to which the 
correct principle of law is to be applied. These should be used freely. 
For example, instead of asking for a definition of past consideration in 
contracts give this problem: 


An old man fell sick among strangers, who cared for him 
and nursed him back to health, spending time and money. 
The old man was poor and unable to pay his benefactors, but 
his son, who was well-to-do, afterwards promised to reimburse 
them. He failed to keep his promise. May he be legally held? 
Why? 


Such a problem will stimulate thought and lead to valuable discussion. 
Its advantages over questions calling for the mere memorizing of defini- 
tions are obvious. 


30 Course of Study for High Schools. 


Problems of this sort will be found in all the leading texts on com- 
mercial law. The state text has many excellent ones among its review 
questions. The alert teacher will be able to devise others. 


LIST OF KANSAS STATUTES AND CASES. 


(Arranged in the order of the subjects in the state text.) 


This list is not exhaustive nor exclusive. The references have been 
used in many high schools, and are given here in the hope that they may 
prove helpful. References to statutes are to sections of the General Stat- 
utes of 1915. 

CONTRACTS. 


Emphasize the subject of contracts. It is at the basis of all com- 
mercial law. 
Statutes. 


Private seals abolished. Section 2039. 

Statute of frauds. Sections 4888, 4889. (The seventeenth section of the 
the old English statute of frauds is not in force in Kansas.) 

Married women’s contracts. Sections 6160, 6161, 6162, 6163. 

Teachers’ contracts. Section 8975. 

Exemptions. Sections 4697 to 4705. 


Cases. 


Dillon v. Burnham, 43 K. 77. A minor’s contract, when binding. 
Mining Co. v. Grant, 68 K. 732. Minor’s contract for personal services. 
Gribben v. Maxwell, 34 K. 8. Contract of a lunatic. 

Seymour v. Armstrong, 62 K. 720. Offer and acceptance. 

Bruce v. Squires, 68 K. 199. Gifts, when binding. 

Richardson v. Renner, 91 K. 440. Contract signed without reading. 
Tanton v. Martin, 80 K. 22. Signature obtained by fraud. 

Searle v. Gregg, 67 K. 1. Duress. Mortgage secured by threats. 
Williamson v. Ackerman, 77 K. 502. Notes signed under duress. 
Bowman v. Phillips, 41 K. 364. Contract contrary to public policy. 
Fox v. Barbee, 94 K. 212. Contract in restraint of trade. 

Pohlman v. Dawson, 638 K. 471. Restraint of trade. 

Aiken v. Noble, 47 K. 98. Contract not to be performed in one year. 
Caley v. Mills, 79 K. 418. Breach. (Omit last two paragraphs.) 
Dill v. Pope, 29 K. 289. Breach by making performance impossible. 
Milliken v. Shoe Co., 95 K. 327. Breach by discharge of employee. 
Smith v. School District, 89 K. 225. Breach by closing school. 


SALES. 
Statutes. 


Chapter 32, the Pure Food Law, may be referred to for special points. It 

is too long to be read as a whole. 
Chattel mortgages. Sections 6495, 6501, 6508, 6518. 
Bulk sales. Section 4894. 

Cases. 

Railroad v. Morgan, 42 K. 23. Personal property and fixtures. 
Bennett v. Taylor, 72 K. 598. Failure to pay for goods on delivery. 
Nixa v. Lehman, 70 K. 664. Sale by sample. 
Lukens v. Freiund, 27 K. 664. Warranty and caveat emptor. 
Parks v. Pie Co., 93 K. 834. Warranty in sale of human food. 
Weybrich v. Harris, 31 K. 92. Remedies for breach of warranty. 


NEGOTIABLE INSTRUMENTS. 
Statutes. e 


Chapter 82 is the Negotiable Instruments Law. Refer to it for special 
points. It is too long to read as a whole. 


Part VIII.—Commercial Subjects. nel 


Cases. 


Ort v. Fowler, 31 K. 478. Liability of negligent signer of note. 
Deering v. Cunningham, 63 K. 174. Illegal consideration. 
Cochran vy. Atchison, 27 K. 728. Endorsement to “identify.” 
Ballard v. Bank, 91 K. 91. Agreement of bank to honor check. 
Robbins v. Maddy, 95 K. 219. Illegal interest. 


AGENCY. 
Cases. 
Bey ar Co. v. Little, 66 K. 378. Statement cf agent of railway company 
inca: Manin: 76 K. 38438. Agent’s liability to principal. 
BAILMENTS. 
Statutes. 


Chapter 69, Liens on Personal Property, is valuable to refer to for 
special points. 
INNKEEPERS. 


Statutes. 


Definitions. Sections 50838, 5084, 5085. 
Chapter 69 is valuable to refer to for special points. 


COMMON CARRIERS. 


; Statutes. 

Definition. Section 8330. 

Chapters 97 and 98 are valuable to refer to for special points. Too long 
to read as a whole. 

Cases, 


Sauter v. Railroad Co., 78 K. 331. Act of God excuses carrier. 
Horse and Mule Co. v. R. R. Co., 95 K. 681. Limiting value of goods. 
Davis v. Railway Co., 81 K. 505. Right to ride on freight train. 
Arnold v. Railway Co., 81 K. 440. Ticket wrongly dated. 
Spangler v. Railway Co., 68 K. 46. Railroad company must protect pas- 
sengers. 
PARTNERSHIP. 


tatutes. 
Chapter 87, Limited Partnerships. Select points desired. 
| Case. | 
Horn v. Newton City Bank 32 K. 518. Power of partner to bind firm. 


CORPORATIONS. 
Statutes. 


Kinds. Sections 2095, 2096, 2097. 
How created. Section 2098. 
Purposes. Section 2099. 
Charter Board. Sections 2133, 2134. 
Liability of stockholders. Section 237. 
Chapter 23 gives the law of corporations in Kansas, but it is too long to 
read in full. 
= Case. 


Calef v. Realty Co., 70 K. 318. Liability of stockholders. 


Be Course of Study for High Schools. 


INSURANCE. 
Statutes. 
Chapter 53 gives the law of insurance in Kansas. Refer to it for special 
points. = 
Case. 


Modern Woodmen v. Gerdom, 77 K. 401. Seven years’ absence of insured. 


REAL PROPERTY. 
Statutes. 


Estates by marriage. Sections 3831, 3840, 3841, 3842, 3843. 

Wills. Sections 11752, 11753, 11763, 11790, 11791. — 

Homestead. Sections 3825, 3826, 3827, 3828, 3829. 

Chapter 30, on descents and distributions, a be referred to in this 
connection. 

Deeds. Sections 2050, 2051. 

Recording. Sections 2068, 2069, 2070, 2071. . 

Mortgages. Chapter 80 may be referred to for special points. Too long 
to be read in full. 

Landlord and Tenant. Chapter 62 may be referred to for special points. 


Cases. 


Ross v. Cook, 71 K. 117. Growing grass is real estate. 

Stone v. French, 37 K. 145. Deed must be delivered. 

Madden v. Provident Association, 77 K. 415. Delivery of deed. 

Merrill v. Hutchinson, 45 K. 59. Quitclaim deed. 

Winn v. Abeles, 35 K. 85. Lateral support. 

Walsh v. Fuel Co., 91 K. 810. Subiacent support. 

Flannigan v. Waters, 57 K. 18. Wife’s interest in husband’s real property. 
Staley v. Hufford, 73 K. 686. Real-estate agency. 


COURTS. 
Statutes. 


Judicial power. Sections 170, 171, 172. 

Supreme court. Section 2926. 

District courts. Section 2957. 

Probate courts. Section 3055. 

Juvenile courts. Section 3065. 

Chapter 27 deals with courts, and the teacher may use such sections as 
seem advisable. The article dealing with the small debtors’ courts 
is of interest. 

PLEADING AND PRACTICE. 


There are four long chapters on procedure in the statutes, which the 
teacher may refer to if it is found desirable to look up any particular 
points. 


STATE OF KANSAS 
DEPARTMENT OF EDUCATION 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 
THE STATE BOARD OF EDUCATION 


Todd, 


PART IX—INDUSTRIAL SUBJECTS 


KANSAS STATE PRINTING PLANT. 
W. R. SMITH, State Printer. 
TOPEKA. 1917. 

7-1147 








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Kael, 
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grfady'4 net 


STATE BOARD OF EDUCATION. 


~W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 
President of the Kansas State Agricultural College, Manhattan 


THOS. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


LILIAN SCOTT, 
Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 


IT") Foont, 


H. W. SHIDELER, 
Superintendent of City Schools, Girard. 


L. D. WHITTEMORE, Secretary, 
Topeka. 


(3) 


29Tuba4 died x 


GENERAL CONTENTS. 


PART 1 eee SYNOPSIS. 

PART? Le cee . ENGLISH. 

PART LHS oe MATHEMATICS. 
PARTELVic ste HISTORY AND SOCIAL SCIENCE. 
PART View eee SCIENCE. 

PART VDSS ee FOREIGN LANGUAGES. 

PARTY [lope et NORMAL TRAINING. 

PART CV El Tig oe COMMERCIAL SUBJECTS. 

PART 1X2 Se INDUSTRIAL SUBJECTS. 


PART. X34 oe Music AND ART. 


CONTENTS OF PART IX. 


; PAGE 
WOODWORKING 2.0.5... 6 4 30. tae P64 Sel eR SG. Seo eee 5 
FORGING "=.o sk) nie ope AEE age aoe Sa eee ib ae ete 10 
MECHANICAL DRAWING. ..... 0 ses a. ss tn oe 12 


| Course of Study for High Schools. 


INDUSTRIAL SUBJECTS. 
WOODWORKING. 


(One unit.) 


NotTe.—In schools where mechanical drawing can not be offered as a 
separate course, it may be combined with woodworking as one unit of 
manual training. 

OBJECT. 


The aim of the work in manual training as it is taught in the schools 
ranges all the way from the general development of the child’s faculties 
and powers to the training of boys to become skilled workmen. The me- 
chanic of the future must be an all-around workman; that is, he must 
understand something of both hand work and machine work, and will, 
therefore, be broader minded and better developed than either the old- 
time hand worker or the machine worker of later time, who is an expert 
in the handling of one particular machine, but who can do nothing else. 
The manual training in the schools all over the country has brought this 
about to a considerable extent. It has aimed to give the pupil a broader 
knowledge of materials, a wider range of expression, and a more exten- 
sive knowledge of tools and machinery. 

It is, in fact, a systematic training, which must develop the child 
physically, mentally and morally if persisted in and if taught by the right 
kind of an instructor. The united action of mind and hand secures co- 
ordination of mental and motor activities, and by continued reaction 
insures the harmonious development of both mind and body. It gives 
the pupil greater control of his physical powers and increases his ability 
to do his will by teaching him to know his possibilities and his limitations. 

The pupil who needs manual training most is the one who is awkward 
in the handling of himself and his faculties—the boy who puts his hands 
into his pockets because he does not know what else to do with them; 
whose school work is untidy and devoid of all system; who has formed 
objectionable habits that can be corrected under the direction of a careful, 
thoughtful teacher. Many things may be said to an individual which 
ean not be said before the class, and for that reason the manual-training 
teacher often has a better opportunity than the teacher of academic sub- 
jects to correct the faults of the pupil. 

A boy with a few inexpensive tools can be of a great deal of as- 
sistance to his parents in making repairs about the home—repairs that 
would mean the saving of quite a sum of money in many cases. He 
would, moreover, be furnished with an occupation that would keep him 
at home, and, because of his greater knowledge of the value of materials, 
would tend to make him more considerate of the property of others. 


COURSE. 


To accomplish these purposes the work suggested for one year in the 
high school may be outlined as follows: 

A detailed series of graded lessons is selected by the teacher from the 
outlines given below. Each exercise is first presented in the form of a 
working drawing made by the pupil, a blueprint, or a blackboard sketch. 
The mechanical processes of construction are then explained by the 


~ (6) 


6 Course of Study for High: Schools. 


teacher or illustrated before the class, as the the case demands. Careful 
instruction in the care and grinding of each tool should precede its use 
by the pupil. A certain amount of preliminary work is necessary to rapid 
advancement. 

This preliminary work is specified below in the form of tool processes. 
These processes should be demonstrated to the pupils before they are 
employed in an exercise requiring their use. Exercise in these processes 
may be had on waste pieces of wood, or they may be applied in the mak- 
ing of small articles as suggested. 


1, Measuring and lining exercises. 
a. On a rough board with a two-foot rule and pencil; try-square 
and pencil; bevel and pencil. 
b. -On a smooth board with marking gauge; try-square and knife; 
bevel and knife. 
ec. On a smooth board with compass, straichtanes and knife, mak- 
ing a protractor with 15-degree divisions. 


2. Sawing exercises; preparation of stock for medels. 

a. Rip and crosscut sawing to pencil lines, rough board resting 
horizontally on trestles. 

b. Rip sawing to gauge lines, piece held upright in vise. 

ce. Use of. back saw; square ends, sides of grooves; the piece rest- 
ing on bench- hook or in vise. 

d. Sawing on diagonal; sawing kerfs in miter box. 

e. Curve sawing with hand-turning saw. 


3. Sharpening exercises. 
a. Straight and curved edge tools on grindstone. 
b. Whetting straight and curved edge tools on flat oilstones and 
slips. 
4. Planing exercises. 
a. Making plane surfaces; jointing edges; planing to gauge lines. 
b. Use of block plane; squaring ends held in vise. 
c. Oblique end planing. ; 
d. Rabbeting, beading, grooving, etc. 
See ee sandpaper block, picture frame, drawing 
oard. 
Router plane: planing surfaces below general surface of pieces. 
Applications: bottoms of dados, or grooves, dovetail joints, 
ete. 


5. Nailing exercises. 
a. Nailing square joints, using brads, finishing nails and wire 
nails. 
b. Toe-nailing. 
e. Nailing miter joints. 
Application: nail box, screw box for shop equipment, pic- 
ture frame, ete. 


6. Boring exercises. 
a. Perpendicular boring with qugee bits, across the grain, en- 
tirely through. 
b. Perpendicular boring to a given depth, both across the grain 
and in the direction of the grain. 
c. Boring with awls, drills, countersinks. 

Application: gauge, mortise and tenon, dovetail, cileteue 
mission of turning saw, boring for ornament, boring for 
dowel pins in joining two pieces, boring for dowel pins 
for fastening rails of tables and chairs to legs, drilling 
ee countersinking for screws, drilling with awl for 

rads. 


@ 


~ 


Part [X.—Industrial Subjects. 


7. Chiseling exercises. 
a. Sides and bottoms of grooves across and in the direction of 
the grain. 
b. Sides and bottoms of oblique grooves. 
ec. Curved surfaces. 
Application: gauge, mortise and tenon, dovetail, oilstone 
box, rabbeting, drawing board, etc. 


8. Gluing exercises. 
‘a. Rubbed joints. 
b. Clamped joints. 
ec. Doweled joints. 
Application: picture frame, T square, drawing board, 
joints used in making furniture. 


Brief talks on the following subjects should be given as the mastery 
of the tools and processes proceeds: Structure of wood, composition of 
wood, age of trees, decay of trees, season for cutting trees, lumbering and 
milling, warping properties of wood, measure and value of wood, preser- 
vation of wood, kinds and qualities of wood, woodworking trades. Infor- 
mation on above subjects may be found in Elementary Wood Work, by 
Edwin Foster, published by Ginn & Co. 

In the following exercises the wood best suited is named, but other 
material may be used if desired or if more convenient. 


1. Sawing exercise. 

Stock: Pine, white. 

Dimensions: % in. by 2 in. by 12 in. 

Tools: Rip saw, crosscut saw, back saw, try-square, gauge, mark- 
ing knife, dividers, T bevel, and chisel. 

Purpose of exercise: To familiarize pupil with the use of crosscut, 
rip, and back saw; to teach pupil to make measurements with 
rule, try-square and gauge, and to trisect by using dividers; to 
teach pupil to saw accurately to a knife line across the grain 
and diagonally with a back saw; and to cut to an open mortise 
with saw and chisel. 


2. Cutting board. 

Stock: White pine. 

Dimensions: 9 in. by 12 in. 

Tools: Rip saw, crosscut saw, back saw, try-square, jack plane, 
gauge, brace and bit. 

Purpose: To teach the pupil to square up stock with the planes 
by planing smooth, flat surfaces and edges at right angles to 

~ each other; to saw ends of block square to a knife line. % in. 

hole drilled at one end for hanging, % in. from top. 


3. Book rack. 
Stock: Oak. 

Dimensions: Ends 6 in. by 7 in., 14 in. between ends. 

Tools: Saw, gauge, jack plane, chisel and brace and bit for dowel- 
ing. 

Purpose: Pupils are encouraged to make a good book rack and to 
take it home to be of use. The exercise calls for squaring of 
stock, accurate fitting, making of duplicate parts, gluing, drill- 
ing holes for screws or doweling. Surfaces are finished with 
smoothing plane and steel scraper, and a coat of stain or var- 
nish is applied. 

4. Drawing board. 

Stock: White pine. 

Dimensions: % in. by 16 in. by 21 in. 

Tools: Jack plane, jointer plane, saws, rabbet pane, chisel, mark- 
ing knife, BAURe, smoothing plane. 


8 | Course of Study for High Schools. 


4. Drawing board—continued. 

Purpose: An exercise in gluing stock. Fora width of 16 inches an 
average of three boards is used. The edges of the boards are 
jointed, glue is applied, and the boards are clamped together. 
A 4%-in. rabbet is cut at each end, leaving a tongue to fit into a 
corresponding groove in a % in. by 1% in. by 16 in. piece of 
pine for binding each end. This is an exercise in tongue-and- 
groove joint fastened together with glue. No nails or screws 
are used in this exercise. The exercise is valuable to show the 
use of large and small clamps in gluing stock. The board is 
finished square and smooth and treated with a coat of varnish. 

5. T square. 

Stock: Walnut and maple. 

Dimensions: Head, 12 in. by 2% in. by % in.; blade, 23% in. by 
1% in. by % in. 

Tools: Smoothing plane, jack plane, jointer plane, rabbet plane, 
gauge, hand-turning saw, brace and bit, screw driver. 

Purpose: A companion piece for No. 4, furnishing a set for me- 
chanical drawing and designed to be of practical use to the 
pupil. Walnut blade is planed to 1% in. To each edge a thin 
(% in.) strip of maple is glued. The head is cut on curved 
lines with hand-turning saw. Blade is fastened at right angles © 
to head with glue and screws. 

6. Tool box. 

Stock: White pine or poplar. 

Dimensions: Length, 24 in.; width, 12 in.; height, 12 in. 

Tools: Saw, planes, rabbet plane, chisel, vauge. 

Purpose of exercise: A practical exercise in the making of rab- 
beted and dovetailed joints, and in the fitting of hinges. End 
pieces are fitted to sides by means of dovetail joints, and top 
and bottom are fitted into rabbets made in sides and ends. The 
box may be fastened together and sawed into two sections, or 
may be made in two sections, each six inches high, and 
fastened together with hinges. 

7. Foot stool. 

Material: Oak, maple, hard pine. 

Purpose: Mortise and tenon, fastening of tops to rails with screw. 
Tops may be upholstered or inlaid. 

8. Taboret. 

Material: Oak. 

Applying knowledge obtained from previous exercises. Planing 
legs square, laying out and cutting cross pieces, half lap joint, 
joining pieces for top, laying out and cutting top to size and 
shape, chiseling mortises and sawing tenons to fit, drilling holes 
and making dowels, fitting parts together, gluing, use of hot 
and cold glue, finishing, planing, scraping, sandpapering, stain- 
ing, and polishing. 

9." -Table. 

Material: Oak. 

Dowel and glue-block construction, legs joined to rails by means of 
dowel pins and stiffened with glued blocks; drawer construc- 
tion, rabbet and blind dovetail joints, finishing. 

10.. Table. 

Material: Oak or maple, stained. 

Laying out and cutting duplicate parts, legs tapered with saw and 
plane, and fastened to top and shelf with dowel pins; drawer 
construction, finishing with stain and varnish. 


If time permits any of the following may be chosen by the pupil and 
made from his own designs and drawings: foot stool, lamp and shade, 


Part [X.—Industrial Subjects. | So 


chair, shoe box, skirt box, fireless cooker, screen, porch swing, plate rack, 
book rack, music cabinet; or other articles requiring an equal amount of 
work may be chosen. 

The above’ problems are placed here as suggestions. It is recommended 
that the desire of the pupil and the needs of home and school be kept in 
mind in the work of the manual-training departments. 

Group projects, in which several of the pupils or all may be employed 
on the same job, serve well the purpose of the manual-training laboratory. 
Such projects as making athletic apparatus (hurdles, jumping and 
vaulting standards, basket-ball goals and backstops), school furniture 
ete., may be selected. ‘ 
~ In rural high schools the problems of the manual-training’ laboratory 
should meet the needs of the farm. Trap nests, germinating boxes, seed- 
corn dryers, brood coops, feeding boxes (for chickens, pigs and cattle), 
private house and pen for brood sow, chicken house, wagon box, single- 
and double-trees, feed racks, could all be used as problems. 

Publications of the Manual Arts Press, of Peoria, Ill., are excellent in 
suggesting problems for the pupil. The following books are especially 
good. A descriptive catalogue giving prices can be obtained by writing 
to the Manual Arts Press. 


LIST OF BOOKS FOR WOODWORKING DEPARTMENT. 


Griffith. Courses in Woodwork and Drawing. 

Sargent. Fine and Industrial Arts. 

Tate and Stone. Foundry Practice. 

Crawshaw. Furniture Design. 

~Drahet and Company. Easy Methods in Wood Furnishing. 
-Crawshaw. Problems in Wood Turning. 

Noyes. Design and Construction in Wood. 

Varnum. Industrial Arts Design. 

Griffith. Advanced Projects in Woodwork. 

Van Deusen. Beginning Woodwork. - 

Griffith. Essentials of Woodworking. 

Noyes. Hardwork in Wood. 

Noyes. Wood and Forest. 

Crawshaw. Problems in Furniture Making. 

Willard. Pattern Making. 
. Purfield. Wood Pattern Making. 

George E. Greene. Work shop notebook. (Very excellent for shop 

Ba ASO.) 5 . 


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EQUIPMENT. 


The equipment consists of the following: 


For each pupil: Bench, with front vise, jack plane, block plane, two- 
fold rule (2 ft.), try-square, back saw, bench hook, spokeshave, marking 
gauge, chisels (1”, 1%”, 4”), mallet, whisk broom. 

For general use: Rip saws, crosscut saws, hammers, jointer plane, 
router plane, rabbet plane, screw drivers, bit braces, auger bits (46 to 
154g), expansive bit (% to 3), dividers, awls, countersinks, scraper, turn- 
ing saws, nail sets, framing square, grindstone, oilstone, screw clamps, 
gouges, carving tools, carving punches, hand drill, band saw, lathe. 

The woodworking benches should have a straight heavy top at least 
two feet wide and about five feet long. These benches and the tools with 
which to equip them can be bought from the following: E. H. Sheldon 
& Co., Chicago; Orr & Lockett, Chicago; Thompson Hardware Company, 
Topeka, Kan.; Kitchell & Marburg, Topeka, Kan.; Bruner Hardware 
Company, Kansas City, Mo.; and from other manufacturers and dealers. 


10 Course of Study for High Schools. 


A very serviceable bench could be made of hard pine, oak or maple, or 
other suitable material. The framework forming the legs and rails could 
be made of 2 by 4 in. material, fastened together with bolts, and the top 
made of two pieces of 1% by 2 in. material, fastened to the legs with 
large flat-head screws or with lag screws. 

Benches with tools can be bought for about twenty-five dollars. 


UNIFORMS. 


Students taking work in manual training should provide themselves 
with aprons or overalls and jumpers for the protection of their clothing.~ 
In case aprons are chosen as a uniform they should be made long enough 
to be of benefit in protecting the clothing and yet not so long as to inter- 
fere with the freedom of the student’s actions. Aprons made of white 
canvas or ticking are serviceable and easily kept clean; they have the 
advantage over overalls and jumpers in being cooler and more com- 
fortable. It is best to suggest only one of the two clothing protectors 
named, also to specify the color wanted, so that the uniform will be 
standard. 

: TOOLS BY PUPILS. 


In some communities people are becoming so interested in manual 
training that they are buying the tools for the pupils. This is done by 
subsciption or by patronizing entertainments furnished by the students. 
The proceeds of a few entertainments would go a long way towards 
equipping a manual-training room. 


BOOKS. 


The following books are suggested for supplementary reading and to 

give an acquaintance with the literature. of manual training: 

Larsson. Sloyd for Upper Grammar Grades. Manual Arts Press, 
Peoria, Ill. 

Woodward. The Manual Training School. D. C. Heath & Co,. Boston. 

Ham. Mind and Hand. American Book Co., Chicago. 

Goss. Bench Work in Wood. Ginn & Co., Chicago. 

Sickles. Exercises in Woodwork. American Book Company. 

Sanford. Arts Crafts for Beginners. Century Publishing Gofueen 

School Arts Book. School Art Publishing Company. 

Murray. Problems in Woodworking. Manual Arts Press, Peoria. 

Chas. G. Wheeler. A Short Course in Woodworking. Knickerbocker 
Press, New York. 

Report of Council of Supervisors of Manual Arts, Teachers College, 
New York. 


FORGING, 
(One-half unit.) 


Forge practice is the manipulation of iron and steel while in a more or 
less plastic form, obtained by heating the metal to a high degree of heat. 
It differs greatly from the more elementary forms of manual training in 
the kind of material used, the tools used, and in the method of work with 
the materials. 

Forge practice is one of the best kinds of manual training to stimu- 
late and quicken the mind of the student. After the piece of iron or 
steel has been heated it is formed into shape with a hammer and anvil, 
and the pupil must work fast and think faster, or the iron becomes cold 
and must be reheated. In welding two pieces of iron or steel together, the 
work must be done quickly, not excitedly and noisily, but with steady 
quickness combined with thought for the two pieces of white-hot ma- 
terial will be fastened together properly only when the work is done 
quickly and accurately. 


Part 1X.—Industrial Subjects. il 


Forge practice is of special value to students who contemplate study- 
ing engineering in more advanced schools. it gives them the elementary 
practice in the use of the tools and enables them to do the elementary 
work before entering college, thus leaving them more time for advanced 
work. In many of the technical schools credit is given for the work done 
in the high schools, if it is well done. 

Forge practice also has its value in a commercial way. Even the 
small amount of work that can be done in the high schools is of value in 
helping the student to take up the work in forging as applied to the iron- 
working trades, some of the more common of which are horseshoeing, 
wagon making, machine trades, tool making, farming, etc.’ 

Skill of this kind would be very useful to the farmer, who with a few 
tools might save many a machine and much valuable time if only he un- 
derstood the repairing of machinery, which ordinarily requires the work 
of a blacksmith. 

The equipment for a forge shop can be bought from the Buffalo Forge 
Company, Buffalo, N. Y.; Orr & Lockett Hardware Company, Chicago; 
Brunner Hardware Company, Kansas City, Mo.; Thompson Hardware 
Company, Topeka, Kan. The price for each forge and equipment will 
range from $15 to $75, excluding general equipment, as heading tools, 
set hammers, flatters, top and bottom swages, top and bottom fullers, 
hot and cold cutters. 

The important principles of forge practice may be illustrated by a 
sequence of tool operations, which are applied to practical problems after 
the student has learned them. The following is an outline of such a 
course. 


1. The forge fire. 
a. Parts of the forge. 
b. Selection of coal and the making of coke. 
ec. Building and caring for the fire. 
2. Position of the pupil at the anvil. 
a. Use of the hammer and tongs. 
b. The anvil tools and their use. 
3. Position of student helper at the anvil. 
a. Use of sledges. 
b. Use of general forming, punching, and cutting tools. 
4. Drawing out and upsetting exercises. 
_a. The application of the exercise. 
5. Pointed eye. 
a. The eye to be 1 inch inside diameter and the pointed part 1% 
inches long. 
b. Figure stock needed. 
6. Gate hook. 
a. Application of No. 5 and twisting of main part of hook. 
7. Bolts (square and hexagonal! head). 
a. Application of upsetting exercise and use of heading tools. 
8. Welded ring. 
a. Upsetting and searfing ends of flat stock, bending and welding. 
9. Weldless ring. 
a. Punching and splitting flat stock. 
b. Opening and forming ring. 
10. Lap weld. 
a. Scarfing and welding bars together. 
11. Forged corner. 
a. Making sharp corners on the outside of brackets. 
12. Right-angle weld. | 
a. Used in making corner braces, ete. 


12 Course of Study for High Schools. 


132 T-weld: 

a. Used in making braces. 
14. Ring and eye-bolt. 

a. Forming and welding round stock. 
15. Chain. 

a. Forming and welding together three links of chain. 
16. Chain hook. 

a. Punching, forming, and bending. 


17. Tongs. 
a. Drawing, forming, punching, and riveting. 
b. Welding. 

18>. Cleviss -*.. 


a. Upsetting middle and ends, forming ‘ends and punching holes, 
bending to shape. 
19. Whiffletree irons. 
a. Bending, welding, and pointing. 


20. Working of tool steel in making simple tools as follows: 
a. Heating the piece. 
b. Working to shape. 
c. Hardening and tempering for different uses; cold chisels, center 
punches, stone chisels, iron drills, stone drills, hammers. 


If time permits, the pupil may make forgings from his own designs 
and drawings of such pieces as foot scrapers, andirons, pokers, fire 
tongs, etc. 

The pupil should be encouraged to bring in articles that need repairs. 


EQUIPMENT. 


For general use: Forges, hand or power; sledges, 5 pounds and 10 
pounds; fullers, %4 inch to 1 inch; swages, 4% inch to 1 inch; anvils; 
heading tools; hot and cold cutters; emery grinder. } 

For each pupil: Hammer, 1% pounds, ball pene; one pair bolt tongs; 
one pair chain tongs; one pair straight tongs; hardy; punch. 

The following books are suggested for reference: 

J. L. Bacon. Forge Practice. John Wiley & Sons, New York. 
J. M. Drew. Farm Blacksmithing. Webb Publishing Co., St.-Paul, Minn. 
Littlefield. Notes for Forge Shop Practice. Manual Arts Press. 


MECHANICAL DRAWING. 


(One or two units.) 


PURPOSE AND VALUE. 


Mechanical drawing should be a part of every boy’s education, since 
it plays an important part in almost every line of life’s work. It is one 
of the most practical and interesting subjects in the course of study. 
There is nothing made without a drawing first; it may only be on the 
mind’s drawing board, or it may be on paper. Mechanical drawing is 
the means of transferring an idea from the mind of one person to another 
through the medium of lines. It is the language by which the designer, 
the architect, and the engineer speak to the workman. A _ well-made 
drawing will very often save hours of verbal or written explanations and 
will be a great deal clearer. It teaches one, first, to be accurate and 
neat; second, to see things as they really are; and third, to think and 
pxDTOsS ideas so that others may see them and thereby be able to execute 
them 


Part [X.—Industrial Subjects. | 13 


Mechanical drawing is as essential to the farmer and the professional 

man as to the mechanic. The surgeon who has studied drawing has 
learned some of the essential parts of his profession: cleanliness, neat- 
ness, and most important of all, accuracy; he has been taught to see 
things as they really are, and is thereby better enabled to do his work. 
Nearly every man that holds a public office, whether it be in some school 
district or township or in the state legislature, is called upon time and 
again to pass on plans for bridges, roads, schoolhouses, and public build- 
ings of various kinds. How convenient it would be about the farm if 
every farmer used the principles of mechanical drawing in the designing 
of his house and in placing his barns, sheds, outhouses, pens, etc. 
-- It is needless to say that knowledge of mechanical drawing is an essen- © 
tial qualification in most lines of engineering. Mechanical drawing may 
be considered ‘a universal language of lines instead of letters, the same 
methods of representing objects being used by men of all nationalities, 
the only differences being in the notes, units of measurement, and written 
instructions appearing on the face of the drawing in the language of the 
- country in which it is made. 

The chief value of a knowledge of mechanical drawing is its utility as 
a medium of expression. It.is a graphical language in which is expressed 
and recorded the ideas and information necessary for the construction of 
machines and structures. The high-school course of study in mechanical 
drawing should be so outlined as to give the young draftsman a ground- 
ing in the varied forms of expression used in writing this universal 
graphical language. 

Another distinct benefit to be derived from a study of mechanical 
drawing is the development of the powers of conception and imagination. 
Being a graphical representation, a drawing can not be read aloud, but 
is interpreted by forming a mental picture of the object. The student’s 
success in it will be indicated not alone by his skill in execution, but by 
his ability to interpret his impressions, to visualize clearly in space. 

The study of mechanical drawing affords an excellent opportunity for 
correlation with other high-school courses. This is especially so in con- 
nection with the study of mathematics, physics, and shop practice. In- 
dustrial mathematics should be introduced and applied as problems in 
mechanics occur. This will lead to more intelligent design. Problems 
in the shops should be studied on paper until satisfactory proportions 
and measurements are obtained. The use of isometric and perspective 
sketching will be found to be of inestimable value in the production of a 
good design. Let the school drafting room render valuable service to the 

other departments in the school and thereby grow itself. 


EQUIPMENT. 


The equipment of the drawing room should receive careful considera- 
tion. Neat and accurate work depends largely on the quality of the in- 
struments and material used. A draftsman’s outfit should consist of the 
following :- 
set of drawing instruments. 

T square. 

30-60 degree triangle. 
45-degree triangle. 
French curve. 

12” architect’s scale (triangular). 
pencil eraser. 

dozen thumb tacks. 
2-H drawing pencil. 
4-H drawing pencil. 
sketching pencil. 
drawing board. 


preh feeh fek feaeh fee feeeh peek feed ped fee eek ped 


14 Course of Study for High Schools. 


1 penholder. . 
1 package of lettering pens. ) 
1 bottle of drawing ink (an lerneees black). 

1 cube of art gum. 

1 protractor. 

Drawing paper. 

Lintless cloth or chamois skin. 


This outfit may be obtained from local dealers or from any of the 
following: Keuffel & Esser Co., St: Louis, Mo.; Eugene Dietzgen Co., 
Chicago, Ill.; F. D. Fink Co., St. Louis, Mo.; Frederick Post Co., Chicago, 
Tl. 


EXHIBIT SPACE. 


An exhibit space should be provided in every drafting room. A con- 
tinuous exhibition of the best current work of the students will prove an 
incentive to each individual in the class. This space can also be used to 
good advantage to exhibit drawings from’ commercial drafting rooms. 
This will prove interesting to the students and give them a more definite 
knowledge of the use of industrial drawing. 


REFERENCE LIBRARY. 


A reference library should be maintained in every school drafting 
room. The library can well be made up of the best texts and references 
in drawing, engineering and architectural magazines, and trade cata- 
logues. The following is a suggestive list of reference books for the 
library: 

A. B. Greenberg and C. B. Howe. Architectural Drafting: 

C. B. Howe. Agricultural Drafting. 

C. B. Howe. Mechanical Drafting. 

H. W. Miller. Mechanical Drafting. 

Wooley and Merideth. Shop Sketching. 

F. H. Evans. Drafting Room Series. 

T. E. French. Engineering Drawing. 

Reid and Reid. Mechanical Drawing and Elementary Machine Design. 

Wm. R. Ware. The American Vignola, Pt. 1. 

Henry McGoodwin. Shades and Shadows. 

Edwin E. Holton. Shop Mathematics. 

A. C. Martin. Details of Building Construction. 

I. S. Griffith. Correlated Courses in Woodwork and Mechanical Draw- 
ing. 

Fred D. Crawshaw. Furniture Design. 

Frank C. Brown. Letters and Lettering. 

P. A. Brigham. How to Draw a Bungalow. 

E. W. Temple. Wood Pattern Making. 

F. F. Frederick. Simplified Mechanical Perspective. 

H. W. Marsh. Industrial Mathematics. 


SUGGESTIVE OUTLINE. 
FIRST YEAR. 


The course in first-year drawing should be based upon these prin- 
ciples: First, that the student can just as well, and perhaps better, be 
taught the use of instruments on work that will at the same time have 
educational value; second, that the time which is usually devoted to draw- 
ing is so limited that it should be spent entirely in acquiring knowledge 
of and skill in drafting rather than in the solution of numerous geomet- 
rical problems which are seldom used; third, that the place for the intro- 
duction of geometric constructions is at the point where an application 
of same is necessary. 


aah Vidsises 


Part 1X.—Industrial Subjects. 15 


Lettering. Neat, plain and legible lettering, one of the most import- 
ant requisites for a good draftsman, should be emphasized throughout 
the course. So far as appearance is concerned, there is no part of a 
drawing so important as the lettering. A good drawing may be ruined 
' In appearance by lettering done ignorantly or carelessly. 

The simple, single-stroke Gothic letter is recommended for general 
use. The Reinhardt letter is appropriate for notes on drawings. Ability 
to letter well in these styles can be acquired only by continued and care- 
ful practice. Daily practice in lettering should be given and the student’s 
progress noted. 


Lines. The alphabet of lines used in mechanical drawing should next 
be introduced. The conventional lines used in general practice should be 
used in the drafting room. Specimens of drawings from architects’ and 
engineers’ offices should be exhibited at this time to illustrate the use of 
the lines. In this connection note that in most commercial offices red ink 
is fast going out of use and contrast in black lines substituted. 


-Instruments. A lecture on the use of instruments and equipment is 
next in order. Proper habits with regard to their use and care must be 
acquired at the beginning. 

Sketching. The ability to sketch free hand and rapidly is of inesti- 
mable importance. In the drafting room all problems should be ap- 
proached first by making a free-hand sketch of the views required. The 
entire plan of procedure, including the arrangement of views on the 
sheet, may be blocked out in the sketch form and approved before the 
mechanical execution of same with instruments is made. This method 
gives the student’s imaginative powers full rein and allows the hand to 
carry out the mental picture as it is being formed. Lectures by the in- 
structor should also be accompanied by rapid sketches that the student 
may have constant training in reading and interpreting drawings. 


Plates. Mere copying of plates as laid out by many texts in mechani- 
cal drawing leads to superficial knowledge and mechanical skill instead 
of promoting self-reliance and originality. After a drawing is thoroughly 
understood, the student’s knowledge of the principles involved should be 
tested by requiring him to solve a similar problem or one that is a step 
in advance. This method leads the student to observe closely, to digest 
thoroughly, and to apply what he has acquired with originality. 


Simple Working Drawings. <A series of about ten simple working 
drawings may well be given at the beginning of the course. An acquaint- 
ance with the use of instruments and the alphabet of lines will be ob- 
tained as well as an insight into the practical use of drawing. 

The following are suggestive objects which may be selected: rec- 
tangular frame, dovetail ways, joints (used in joinery), box, cylinder 
head, face plate, crank, gland, bench, shaft, box, link, angle iron, and 
small pulley. 

Orthographic Projection. A study of orthographic projection is es- 
sential to a thorough course in mechanical drawing. After a study of 
he preceding simple drawings has been made the value of orthographic 
projection is apparent; and as a result the student grasps the theory 
without difficulty. Four plates will be sufficient for the presentation of 
this subject. 


Intersection of Surfaces. A few plates covering the principles of 
intersection of surfaces, developments, and revolution of surfaces should 
be given. An effort should be made to make these problems as practical 
as possible. 


Isometric Projection. The ability to read working drawings may well 
be tested by translating same into pictorial representations. Consider- 
able stress should be placed on the value of this form of presentation and 
several plates should be devoted to the subject. 


16 Course of ‘Study for High Schools. 


Detail Working Drawings. A scale drawing of the parts of a simple 
machine of more than one piece. 

Assembly Drawing. An assembly drawing of the above machine. 

Furniture Design. The working drawings of a piece of furniture, 
such as a chair, desk or bookcase, with bill of stock, should have its 
place in first-year drawing. Emphasize shop methods in connection with 
this study. 


Blueprinting. Each student should make a tracing of the assembly 
drawing mentioned above and then blue print same. - 


Machine Drawing. For those who wish to specialize in mechanical 
drawing, the last few plates of the year shouid be taken up with a study 
of fasteners. By this procedure a real taste of machine cree is given 
before the first year is finished. 


Architectural Drawing. For those who wish to specialize in architec- 
tural drawing, after following the course in mechanical drawing to this 
point, a few plates on wood construction are given. This will give the 
student an insight into the value of architectural drawing from a prac- 
tical standpoint. 

Time. The above outline is so designed as to give the instructor con- 
siderable freedom in the selection of problems. One double period every 
day or every other day for the school year of thirty-six weeks should be 
devoted to drawing, for which credit of one unit or one-half unit, as 
the case may be, should be given. 


SECOND-YEAR SUGGESTIONS. 


Materials. A study of the materials of engineering may well be in- 
troduced at this time. The possibilities in strength and adaptability of 
material is fundamental for good design. In this connection inspection 
trips to industrial planis and buildings under construction should be 


made in company with the instructor. These trips will prove beneficial. 


in the training of the power of observation. On returning from these 
trips an open discussion of observations and an exhibition of sketenes 
will prove interesting. 


Shop Correlation. Maintain close Perclaan with the school shops 
throughout the course. Encourage originality in furniture design and 
other shop projects. 

Machine Drawing. Continue the study of fasteners and apply the 
students’ knowledge of same in machine drawings. Special instruction 
should be given in the use of shop terms on drawings and the proper 
methods of dimensioning. 

More complicated machines with several parts should be studied. 
The parts of the machine should be sketched, material and shop opera- 
tions necessary for the finished product noted, and then the complete 
working drawing made from data on the sketches. 


Architectural Drawing. A combination of the synthetic-analytic 


method of pursuing the study of wood construction should be followed. 


Complete sets of drawings from an architect’s office should be on exhibi-- 


tion as the students study and draw details. Studying in this manner, the 


beginner soon acquires a proper conception of the elements of a building. : 


After making a careful study of frame construction, a problem in 
design should be introduced. A typewritten program for a simple 
structure should be written by the instructor, placing himself in the 
position of an owner; then place the students in competition on the prob- 
lem. The competitors should be limited by cost, size of property, ma- 
terial, etc. A sample program follows: 


et ek men - 


Part 1X.—Industrial Subjects. 17 


Problem—A Private Garage. — 

Introduction. A resident of our city has purchased a large touring 
car and wishes to house same in a private garage to be located on his 
property. This building must be in keeping with the general design of 
the owner’s house on which stucco has been used as an exterior finish. 
On completion the garage must present a pleasing addition to the exterior 
surroundings of the owner’s home. 


Requirements. Due consideration -must be given to the fact that a 
garage must be reasonably fireproof. Accommodations must also be 
made for the housing of an additional or visitor’s car. The owner de- 
sires to equip a workroom or shop, which is to contain a workbench, 
anvil, hand forge, small lathe, lockers, shelves, and other apparatus 
necessary for the upkeep and efficiency of the car. Not more than $1000 
may be expended for this garage, including equipment. Additional re- 
quirements which must receive consideration for the successful planning 
of a garage are: 

Safe handling and storage of gasoline. 

Location of gasoline pump. 

Storage of lubricating oils. 

Natural and artificial lighting. 

Sizes of doors and windows. 

Necessary space around the cars. 

Proper draining and plumbing installation. 
- Vulcanizer and compressed-air appliances. 

Overhead revolving washers. 

The pit and heating. 


Drawings Required. Plan, elevations, and sectional detail through 
wall and cornice, with the addition of any special details. The owner 
will also require an estimate of materials to be used and the cost of con- 
struction. Dates on which drawings and estimate are due will be posted. 


! 


HOUSEHOLD ECONOMICS. 


The number of units of credit to be offered in this field will vary with 
the school, from one-half unit in sewing to a maximum of four units in’ 
household economics, divided as may seem desirable along the lines herein 
suggested. The work in any given school may be of a type to suit the 
desire of the community and the local board of education. A school may 
be able to offer a short course in sewing when it could not afford to offer 
more extensive courses in household economics. : 

The method of offering the home economics courses may also vary, but 
it is recommended that one of the following plans be adopted: 

(a) A term (eighteen weeks) in foods, followed by a term in clothing. 
or vice versa, eighty-minute periods five days per week to be utilized as 
seems most advisable to the teacher in charge, following the suggestions 
made in the syllabus, will give one unit of credit. Schools offering two 
units of work may then arrange the time to the best advantage, giving 
the foods one year in the spring term and the next year in the fall term, 
or vice versa, in order to adapt the work to the seasons. When this plan 
is used, it seems best to start the work with a term of sewing. 

(b) A full year of foods or of clothing, eighty minutes per day, five 

days per week, will give one unit of credit. When this plan is used it 
* seems best to offer the work ih clothing the first year. 

Records should show plainly what the credits are given for. It is 

suggested that the records read as follows: 


2—H.S. Part 9 


18 Course of Study for High Schools. —~ , 





Number Times Length Units 
HoME ECONOMICS. of per of Grade. ot Remarks. 
weeks. week. periods. credit. 





te — ee ey 





——_. | —— 











Foods—First year....... 





Foods—Second year..... 





Clothing—First year.... 





Clothinge—Second vear... 





House Management.:... 


EQUIPMENT. 


Courses in home economics should not be attempted unless there is 
ample teaching force (at least three teachers) and proper and sufficient 
equipment for carrying on the work. In the sewing laboratory there 
should be chairs to sit on, not stools, ample table space and one sewing 
machine for each group of five girls. The work must be done in school 
under direct supervision of the teacher. Classes must not be organized 
on the supposition that machine work can be done at home. In the cook- 
ing laboratory there must. be provided means for cooking, so that there 
will be at least one burner for every two pupils. It is recommended that 
there be sufficient equipment, so that each pupil may have an individual 
burner. 

STOVES AND FUEL. 

The Range. 

1. A coal range is usually found in every home and therefore its use 

and care should be taught to the future housekeeper. 

2. In cities or in regions where gas is always available, the gas range 
frequently takes the place of the coal range. 

3. The gasoline range is used in many homes. There need not be 
danger in its use if proper care is taken; but without proper care- 
and precaution it becomes a source of danger. Fuel for the gaso- 
line range must always be stored outside the building. Special in- 
surance permit must be obtained for its use. The commercial de- 
mand for gasoline has made the cost of operation rather high. 


Individual burners or stoves. 

1. Electrical plates. Very clean, very expensive, cost of operation 

usually high. 

2. Gas plates. Clean, medium cost except when special gas machine 
furnishing gas from gasoline retained outside in buried tank is 
installed, medium cost of operation. 

Gasoline stoves (two-burner). Clean if properly cared for, me- 

dium cost, cost of operation medium, dangerous. 

4. Oil stoves (two-burner). Clean if properly cared for; if not they 
become disagreeably dirty. Cheap, cost of operation very low, 
safe. 

5. Alcohol stoves (one or two-burner). Clean, medium cost, cost of 
operation high. It is to be understood that only the type of alcohol 
stove in which the flame can be regulated is acceptable. The 
large alcohol lamp sometimes called a stcve will not do. Never 
burn wood alcohol; use denatured alcohol. 


4 
ee) 
. 


In cities and regions where commercial gas is available it is recom- 
mended the gas plates be used. If cost of electric current is not too 
high, the electric plates are ideal, but equipment is very costly. 


Part 1X.—Industrial Subjects. 19 


The development in oil-stove construction has been very rapid in the 
past few years. It is the type of stove found in the average home for 
summer use. If the proper care and attention are given, the modern oil 
stove is clean and will give very efficient service. It is unquestionably 
the most economical from the point of operation, and it is safe and cheap. 
The oil stove is the type of stove the future housekeeper should know 
about. For rural high schools and schools in cities of third class this 
seems to be the most practical equipment. 

If it is desired a very efficient gas plant may be installed for the 
school at a cost approximating $500. 

In order that a school board desiring to introduce household. economics 
may have some idea of the necessary equipment for offering the work, 
the following lists have been prepared: 


One large steel skillet. 
One 1-quart bean pot. 
One roaster with cover. 
Two teakettles. 
Two chemical thermometers, one Fahrenheit and one Centigrade. 
One bread knife. 
One butcher knife. 
One can opener. 
One corkscrew. 
One ice pick. 
One knife sharpener. 
One trussing needle. 
One large milk pitcher. 
One pair scissors. 
One quart measure. 
One dustpan. 
One broom. 
One stove brush. 
One garbage bucket. 
One clock. 
Five dozen tea towels. (May be furnished by student if necessary.) 
Two dozen dishcloths. (May be furnished by student if neces- 
sary.) 
Twelve vegetable knives. 
Twelve case knives. 
Twelve forks. 
Twelve tablespoons, silver or metal. 
Twenty-four teaspoons, silver or metal. 
Twelve crockery bowls, 1 quart. 
Twelve glass measuring cups—-standard, % pint. 
Twelve desk plates. 
Twelve crockery ramekins. 
Twelve tin pie pans (4% inches). 
Twelve dish pans. 
Twelve small saucepans with handle. 
Twelve small steel skillets, omelet pans. 
Six small wire sieves. . 
Two glass lemon squeezers. 
Six egg beaters—small size, 7. e., for one egg. 
Six kettles. 
Six double boilers or improvised double cookers, with saucepan 
and kettle. 
Six soap dishes. 
Six scrubbing brushes. 


20 Course of Study for High Schools. 


COOKING LABORATORY. 


LEAST POSSIBLE FOR SATISFACTORY WorK FOR CLASS OF 12: 3 


One gas, coal or gasoline range with oven, laboratory tables to 
supply each student with at least 30 inches working space, 
and one drawer for individual equipment. 

Twelve gas plates, or six two-burner oil or gasoline stoves. 


Notre.—For further discussion of stoves and fuel, see suggestions preceding. 


One supply table. 
One cupboard. 
One teacher’s desk and chair. 
Six stationary towel racks or one large clothes horse. 
Twelve stools. 
Norre.,—A small seat may be made to draw out from table instead of using stool. (See 


page 23, “Outline Lessons in Housekeeping,’ Office of Indian Affairs, Government Print- 5 
ing Office, Washington, D. C., for diagram of table to which draw seat could be added.) 


One refrigerator or ice box. 
Twelve standard bread tins 4% x44%x 9. 
Nore.—tInstead of the standard bread tins for two girls, individual bread tins 2 x 3 x 6 


can be made at the local hardware store, and sold at not to exceed 10 cents each. These 
prove very satisfactory. 


One large supply canister, size to hold 50 pounds of flour. 
Two 2-quart supply canisters. 
Four 1-quart supply canisters. 
Ten jelly glasses with lids. 
One potato dicer. 
One frying basket. 
One frying kettel. af 
Six four-hole muffin pans. 
Three rolling-pins. 
Nors.—£mall rolling-pins are verv satisfactery. These can be made by boys in 


manual-training shop. They are not likely to be needed before the middle of the first 
term; hence ample time for the boys to make them. 


One toaster. 

Three cake tins for loaf cake. 
Three wire cake coolers. 

One medium-sized meat grinder. 
One 2-quart coffeepot. : 
One 1-quart teapot. 


Notre.—Three one-quart coffee and tea pots are really much more satisfactory; 7. @., a 
one-quart pot of each for four girls. : j 


ADDITIONAL DESIRABLE EQUIPMENT: 


One fireless cooker. 4 
Twelve small wooden spoons. 
Twelve steel spatulas (6-inch). 
Twelve square cake tins (14 x1%x4%). 7 
Twelve egg whisks. 

Ten safety match-holders. 

Six small supply canisters or jelly glasses with lids. 
Six china plates, 8-inch. 

‘Six china plates, 6-inch. 
Twelve china plates, 5-inch. 
Six china cups and saucers. 
Six glass sherbet cups. 

Six water glasses. 

One glass water pitcher. 

One china creamer and sugar. 
One china vegetable dish. 

One china platter. 


ah le ee is SiS 


3 


? 
3 





Part I[X.—Industrial Subjects. Ze 


One set knives and forks, silver. 
One dozen teaspoons, silver. 
Three tablespoons, silver. 

One carving set. j 
One tray. 

One dining-room table. 

Six dining-room chairs. 

One silence cloth. 

Two tablecloths. 

One dozen napkins. 

One centerpiece. 

One tray cloth. 

One tray cloth. 

It is suggested that the laboratory tables for domestic science be of 
the type specially designed for the work, with composition top. The best 
is the cheapest in this equipment. Domestic science laboratories are 
usually equipped but once. If poorly equipped at the start they will 
always be so and the work will suffer as a result. By all means equip 
the laboratory with the best in the beginning. 


SEWING LABORATORY. 


‘ LEAST POSSIBLE FOR A CLASS OF 20: 


. For the hand work alone the regular school desks could be used, but 
for the cutting and making of garments tables are necessary. 
Five tables, 5 or 6 ft. by 30 to 36 in., $8 to $10. 
Twenty chairs, per dozen, $12 to $22. 
Four sewing machines, $85. 
Iron; common flat iron, electric or gas, 50 cents to $4.25. 
Ironing board, $1. 
Drafting paper, per roll, $4 to $5. 
Twenty yardsticks. 
Closet or cupboard for storing materials and implements. 
Materials for models furnished by the school so as to be uniform. ‘ 
The pupil should furnish a box containing pins, needles, scissors, 
thread, tape measure, thimble, pincushion and emery; cost, 25 cents to 
$1, according to what she may have at home. 
Materials for articles and garments are furnished by the pupil. 


ADDITIONAL DESIRABLE EQUIPMENT: 


Locker, $40. , 

Ironing table, $3.50. 

Exhibit case. 

Squares, $11 per dozen. 

Skirt marker, $15. 

Mirror, $2 to $25. 

Cutting table. 

Tracing boards. 

Demonstration frame. 

Illustrative material—gradual accumulation. 


EQUIPMENT DEALERS. 


In many cases local dealers will be able to supply all necessary equip- 
ment, but for guidance where they are unable to do so the names of the 
following firms of whom materials for domestic science may be obtained 
are appended. The prices quoted are subject to change. 

'~ Geo. M. Clarke, Chicago. Gas fixtures. Single stoves, $4; double 
_ stoves, $10. Send for pamphlet of prices. 

M. D. Range Company, 96-100 Lake St., Chicago. Gas fixtures and 
other types of stoves. These people furnish an ideal gas plate, nickel 
finish; swinging plate, which can be swung back, leaving desk clear. 


Be Course of Study for High Schools. 


Orr & Lockett, 71-78 Randolph St., Chicago. Alcohol stoves, gas 
fixtures, and all domestic-science hardware equipment. These people 
have been making a specialty of equipping domestic-science kitchens, and 
have lists and prices, ready for inspection, from which choice may be 
made. 
C. G. Everson & Co., 83 E. Lake St., Chicago. Stoves, gas fixtures, 
and all hardware. 

The Bangs Hardware Company, Chicago. Alcohol stoves, oil and 
gasoline stoves, gas fixtures, and hardware. a 

For alcohol stoves: 

Manning-Bowman Company, Meriden, Conn. Send for booklet. 
Stove No. 60 costs $4.50; another costs $2.50. 

Walker & Co., Boston, Mass. The Norma Alcohol Stove, $2.50. 

Lewis & Conger, New York. Alcohol stove with wick. Price, $2.70. 

For all dish and enamel ware supplies, Carson Pirie, Scott & Co., Chi- 
cago, furnish beautiful varieties. Send for lists and prices. 

Montgomery Ward & Co., Kansas City, Mo., furnish lists for domestic- 
science equipment. 

E. H. Sheldon & Co., 320-328 North May St., Chicago. Domestic- 
science tables. Table for four girls, including burners for gas: Opales- 
cent glass top, $22.50; cement fiber top, $19.50. (Send for catalogue.) 

Morietta Glass Company, Indianapolis, Ind. Opalescent glass table . 
tops. 

Alberene Company, Chicago, New York and Boston. Patent stone or 
Alberene table top. (Looks like gray marble.) Cost, $18. 

Imperial Floor Ce., 1108 Granite building, Rochester, N. Y. Cement 
table top. 

M. & D. Range Co., 96-100 Lake St., Chicago, Ill. (Also for all hard- 
ware equipment for domestic-science departments. ) 

The government bulletin on ‘Outline Lessons in Housekeeping,” sent 
out from Office of Indian Affairs, Government Printing Office, quotes a 
price on individual alcohol stoves of $1.25 each. At that price the stoves. 
ought to be within reach of any school for individual equipment. Caution 
should be observed in the use ofthe alcohol stove with tank, that the tank 
be filled only two-thirds its capacity, to allow for expansion under condi- 
tions of increased warmth. 

NotTE.—The government bulletin mentioned above also gives lists. of individual and 
general equipment for classes in domestic science. That list is a “minimum’’ equipment 
at fairly reasonable cost, and from it several mentioned articles might be wisely eliminated. 
A second bulletin put out by the government from the Office of Indian Affairs, entitled 


“Some Things that a Girl Should Know How to Do, and Hence Should Lear n How to Do 
While in School,’ will also be found helpful in this work. 


Detroit Heating and Lighting Company, Detroit, Mich. A two-burner, 
wickless oil stove to set on top of table or on shelf at rear of table. This 
company also sells a very efficient apparatus for manufacturing gas from 


gasoline. 
BIBLIOGRAPHY. \ 
References for the School Library in Household Economics. 


Library of Home Economics. American School of Home Economics. 
Published by Maurice Le Bosquet, Chicago, cr Whitcomb & Barrows, 
Boston. 

Richards and Elliot. Chemistry of Cooking and Cleaning. Whitcomb & 

Barrows, Boston. Ae 

Williams and Fisher. Elements of the Theory and Practice of Cooking. 
Macmillan, New York. 

Wilson. Handbook of Domestic Science and Household Arts. Whitcomb 
& Barrows, Boston. 

Snyder. Human Foods. Macmillan, New York. 

Conn. Bacteria, Yeasts and Molds. Ginn & Co., Chicago. 

Conn. The Story of Germ Life. Appleton, Chicago. 

Prudden. The Story of Bacteria. Putnam’s, New York. 

Prudden. Dust and Its Dangers. Putnam’s, New York. 


Part 1X.—Industrial Subjects. ae 


Prudden. Drinking Water and Ice Supplies. Putnam’s, New York. 
Carpenter. How the World is Fed. American Book Co., Chicago. 
Carpenter. Foods and Their Uses. Scribner’s, Chicago. 
Green. Food Products of the World. Whitcomb & Barrows, Boston. 
Parloa. Home Economics. The Century Co., New York. 
Richards. Sanitation in Daily Life. Whitcomb & Barrows, Boston. 
Bevier. The House. Whitcomb & Barrows, Beston. 
Clark. Care of the House. Macmillan, New York. 
Price. Handbook of Sanitation. Whitcomb & Barrows, Boston. 
Bailey. Sanitary and Applied Chemistry. Macmillan, New York. 
Pyle. Personal Hygiene. W. B. Saunders, 925 Walnut St., Philadelphia. 
Hill. Practical Cooking and Serving. Doubleday, Page & Co., New York. 
Farmer. Boston Cooking School Gook Book. Little, Brown & Co., Boston. 
Farmer. Diet for the Sick and Convalescent. Little, Brown & Co., 
Boston. | 
Lincoln. Boston Cook Book. Roberts Bros., now Little, Brown & Co., 
Boston. 
Hill. Salads, Sandwiches and Chafing-dish Dainties. Little, Brown & 
Co., Boston. 
Hill. Up-to-date Waitress. Whitcomb & Barrows, Boston. 
Springstead. Expert Waitress. Whitcomb & Barrows, Boston. 
- Lovewell, Whittemore and Lyon. The Fireless Cooker. Home Publishing 
Co., 1615 College Ave., Topeka. 
White. The Fuels of the Household. Whitcomb & Barrows, Boston. 
N. E. Goldthwaite. Principles of Jelly Making. Illinois Experiment 
Station Bulletin, University of Illinois, Urbana, Ill. 
Bulletins of Kansas State Board of Health, Topeka. 
Farmers’ Bulletins, U. S. Department of Agriculture, Washington, D. C. 
No. 34, Meats: Composition and Cooking. ° 
42, Facts about Milk. 
63, Care of Milk on the Farm. 
74, Milk as Food. 
93, Sugar as Food. 
112, Bread and the Principles of Bread Making. 
119, Experiment Station Work. 
121, Beans, Peas, and Other Legumes as Food. 
125, Protection of Food Preducts from Iniurious Temperature. 
126, Practical Suggestions for Farm Buildings. 
128, Eggs and Their Uses as Food. 
142, The Nutritive and Economic Value of Food. 
155, How Insects Affect Health in Rural Districts. 
166, Cheese Making on the Farm. 
175,,Home Manufacture and Use of Uatemmented Grape Juice. 
183, Meat on the Farm: Butchering, Curing and Keeping. 
203, Canned Fruit, Preserves, and Jellies. 
234, The Guinea Fowl and Its Use as Food. 
238, Citrus-fruit Growing in the Gulf States. 
241, Butter Making on the Farm. 
249, Cereal Breakfast Foods. 
252, Maple Sugar and Syrup. 
256, Preparation of Vegetables for the Table. 
268, Industrial Alcohol: Sources and Manufacture. (Interesting 
to those equipping with alcohol stoves.) 
269, Industrial Alcohol: Uses and Statistics. (Interesting to 
those equipping with alcohol stoves.) 
270, Modern Conveniences for the Farm Home. 
2938, Use of Fruit as Food. 
298, Food Value of Corn and Corn Products. 
801, Home-grown Tea. 
332, Nuts and Their Uses as Food. 
348, Bacteria in Milk. ’ 
356, Peanuts. 


“ 


24 | Course of Study for High Schools. 


359, Canning Vegetables in the Home. 

375, Care of Food in the Home. 

389, Bread and Bread Making. 

391, Economical Use of Meat in the Home. 

418, The Care of Milk and Its Use in the Home. 
426, Canning Peaches on the Farm. 

429, Industrial Alcohol: Sources gd Manufacture. 
431, The Peanut. 


Bulletins for Farmers’ Wives (12 in Pern published at College of 
Agriculture, Cornell University, Ithica, N. Y. 10 cents each. 


References for Teachers. 


Halliburton. Essentials of Chemical Physiology. Longmans, Green & 
Co., Chicago. 

Thompson. Practical Dietetics. Appleton. 

Hutchison. Food and Dietetics. Wm. Wood & Co., 51 5th ae New 
York. 

Gibson. Beautiful Houses. Macmillan. 

Harrington. Practical Hygiene. Lea Bros. & Co., 706 Samson St. 
Philadelphia. 

Wiley. Foods and Their Adulteration. Blakiston, Philadelphia. 

Hough and Sedgwick. Human Mechanism. Ginn & Co. 

Weeks-Shaw. Textbook of Nursing. Appleton. 

Sherman. Chemistry of Food and Nutrition. Macmillan. 

Leach. Food Analysis and Inspection. Wiley & Sons, 43-45 E. 19th St., 
New York. 

Davis, Nathan S. Alimentary Therapeutics, Dietetics (edited by Cohen). 
Blakiston. Peas. 

Pattee. Diet in Disease: Published by author, 52 W. 39th St., N. Y.; 
press of H. J. Little & Co. 

Magazine: Journal of Home Economics, Benj. S. Andrews, Columbia 
University, New York. 

Magazine: Good Housekeeping, Springfield, Mass. 

Doctor Langworthy’s Food Charts (splendid), from United States De- 
partment of Agriculture, Department of Publications. Seventeen 
charts for $1. 

Bulletin, No. 28. Composition of American Food Materials. Depart- 
ment of Chemistry, United States Bureau of Publications, Depart- 
ment of Agriculture. Price 10 cents. 

Walton, Perry. Story of Textiles. Walton Advertising ah Printing 
Co., Boston. 

Woolman and McCowan. Textiles. Macmillan. 

Spices. A Textbook for’ Teachers. McCormick & Co., Baltimore, Md. 

Langworthy Food Charts. U.S. Department of Agriculture, Division of 
Publication. 

Murphy, Eda Lord. Popular Food Charts, Nos. 1, 2, 3, 4. Published by 
E. C. Bridgman, 86 Warren street, N. Y 


References for the School Library for Domestic Art. 
Sewing. : 
Patton. Home and School Sewing. Newson & Co., New York. 
Watson. Textiles and Clothing. American School of Home Econom- 
ics, Chicago. 
Margaret J. Blair. Course in Sewing. Webb Publishing Company, 
St. Paul, Minn. 
Mary S. Woolman. Sewing Course. F. A. Frenald, Buffalo, N. Y. 
Embroidery and Their Stitches. Butterick Publishing Company, New 
York. : 
Textiles. 
Wilkinson. The Story of the Cotton Plant. Appleton. 
Marsden. Cotton Spinning. Macmillan. 
Dooley. Textiles. D. C. Heath & Co., Chicago. 


Part IX.—Industrial Subjects. 25 


Watson. Textiles and Clothing. 

Gibbs. Some Points in Choosing Textiles. University of Illinois 
‘Bulletin. 

Chamberlain. How We are Clothed. Macmillan. 

Flax for Seed and Fiber. Farmers’ Bulletin No. 27. 

The Cotton Plant. U.S. Bulletin No. 33. 

Dodge. Useful Fibers of the World. U. S. Department of Agri- 
culture. 

Encyclopedia. 

Weaving and Spinning. 

Mason. Origin of Inventions. Scribner’s. 

Mason. Woman’s Share in Primitive Culture. Appleton. 

Earle. Colonial Days in Old New England. Macmillan. 

Watson. Textiles and Clothing. 


History, Inventions and Inventors. 
Wright. Industrial Evolution of the United Sentee Scribner’s. 
Mason. Origin of Inventions. 
Bogart. Economic History. Longmans, Green & Co. 
Wilkinson. Story of the Cotton Plant. Appleton. 
- Encyclopedia. 
Hygiene. 
Le Bosquet. Personal Hygiene. American School of Home Eco- 
nomics. . 


Color. 
Patten. Home and School Sewing. 
- Watson. Textiles and Clothing. 
Laundering. 
Richards. Chemistry of Cooking and Cleaning. -Home Science Pub- 
lishing Company, Boston. 
Sheperd. Laboratory Manual for Laundry. Juanita Sheperd, St. 
Anthony Park, Minn. 


Implements and Materials Used. 
Twelfth Census Report of the United States. 
A Thread Mill. O. N. T. Thread Company, Newark, N. J. 
Encyclopedia. | 
Purchasing. 
Woolman. Hints on Clothing. Teachers’ College Bulletin, Columbia 
University, New York. 
Gibbs. Some Points in Choosing Textiles. 


Helpful Magazines. 
Woman’s Home Companion, New York. 
Journal of Home Economics, Benjamin S. Andrews, Columbia Uni- 
versity, New York. 
The House Beautiful, Chicago. 
Good Housekeeping, Springfield, Mass. 
Ladies’ Home Journal, Philadelphia. 
Special Help to the Teacher. 
; Cooley. Domestic Art in Woman’s Education. Whitcomb & Barrows, 
Boston, Mass. 


AIMS OF THE COURSES. 


1. To arouse in the pupil a respect for work by teaching her that 
manual labor, if well and thoughtfully done, is as worthy and elevating 
as intellectual effort. 

2. To bring the pupil to realize that a woman is not well educated 
unless she can use her hand as well as her head. 

3. To impress her with the idea that, to produce the best results in 
manual as well as intellectual work, thought is required. 

4, To develop an appreciation of the important part that the produc- 


26 Course of Study for High Schools. 


tion of textiles and clothing plays in the industrial, economic, and social 
world. 

5. To teach economy and suitability in the purchase and making of 
clothing. 

6. To give the pupil an understanding of the principles of hand and 
machine sewing, with practice to enable her to make and keep in repair 
her own clothing. 

7. To offer to young women a practical education in order that they 
may discover and exercise their best powers while obtaining accurate 
information in many practical problems of life; to enable them to be- 
come better prepared to take their place in society; to dignify housework 
by improving the methods of work; and to give each a greater apprecia- 
tion for the profession of home making. 


AIM IN FOOD COURSE. 


First YEAR. To give an intelligent understanding and to develop 
skill in the selection, preparation, and use of the different foods. 


SECOND YEAR. To give a practical understanding of menu making, 
with special reference to economy of time, labor, and fuels, in serving 
suitable meals for the young, aged, and persons doing various kinds of 
work. 

AIM IN CLOTHING COURSE. 


FIRST YEAR. To give an intelligent knowledge of textiles as related to 
clothing and the development of skill in their uses. 


SECOND YEAR. To create the correct feeling toward the beautiful and 
to appreciate what is good taste in dress. 


AIM IN SHELTER AND HOUSE MANAGEMENT COURSE. 


To teach the application of modern science, the principles of art and 
modern business methods, to the problems connected with the arrange- 
ment, care, and management of the house, so that the homemaker will - 
realize that housekeeping is a fascinating and stimulating occupation, 
and all the members of the family will find joy and happiness in the 
freedom from the dominance of things. 


THE SYLLABUS. 


For a number of years the teachers of home economics have felt the 
need of closer codperation and greater uniformity in the courses in home 
economics as taught in the various high schools of Kansas. Because of 
this recognized need, the Home Economics Round Table of the Kansas 
State Teachers’ Association undertook, in 1912, the preparation of an 
outline that might be the basis for a uniform course throughout the 
schools of Kansas. Since that time a committee consisting of a repre- 
sentative from the home economics department of each of the state 
schools, a representative from one of the county high schools, a repre- 
sentative from two of the larger city high schools where domestic art 
and science are separate departments, a representative from a town high 
school, and a supervisor of home economics from an elementary school 
has been at work in the preparation of the syllabus herewith presented. 
The personnel of the committee has been changed from time to time, but 
elhee members have served continuously, thus giving continuity to the 
work. 

In the preparation of the syllabus the members of the committee made 
a careful study of the Kansas situation and also of the recent methods of 
presentation of home economics, and are confident that the syllabus as — 
presented is both practical and progressive. They earnestly hope that 
every home-economics teacher in the state may obtain helpful sugges: 
tions from it. 


tN 
~] 


Part 1X.—Industrial Subjects. 


EXPLANATION OF THE SYLLABUS. 


A word of explanation in the use of this syllabus may be helpful to 
teachers in interpreting the intentions of the committee who compiled it. 

In the first place, the committee believes the problem is the starting 
point for each lesson. Many problems have been suggested, perhaps more 
_ ean be solved in the time allowed; but the teacher is expected to select, 
supplement or substitute problems of vital human interest based upon 
local conditions and standards of living. The difficulties which the girls 
will have to meet in life form the basis of the problems given. It is 
plain to be seen that different aspects of the problems may be attacked. 
The teacher should decide which aspect is of greatest relative value to the 
students and attack it from that point of view. In so doing the solution 
may be reached scientifically, economically, industrially, esthetically, or 
socially, as the problem may demand. 

The committee also wishes to say that the outline is intended to be so 
flexible that it will not curb the originality of any progressive teacher; 
and it may serve as an inspiration to those less original and awaken 
them to the fact that they can teach from a state course of study and 
really have something unique in its adaptation to the needs of the com- 
munity in which it is used. 

The unit value of the work as outlined in the syllabus is as follows: 

Foods—first year: one unit. 

Foods—second year: one unit. i“ 
Clothing—first year: one-half unit. 
Clothing—second year: one unit. 

Shelter and house management: one-half unit. 


Where the work is offered in separate courses with ample teaching 
force, the committee suggests that the work in foods and clothing should 
be divided into two parts offered during two different years, the emphasis 
on foods for the first year being placed on the principles of preparation, 
and for the second year on the selection and economic uses of food, with 
such work in dietetic principles as can be taught to high-school students. 
When possible, at least a half-unit course in home or household manage- 
ment should be included. This should include work in house sanitation, 
furnishing and decoration, as well as the more distinctively home- and 
household-management types. 

The following distribution of work over the four years is suggested: 

Freshman year: 
One-half unit in clothing. 
One-half unit in drawing and color work. 
One unit in general science. 
Sophomore year: 
One unit in preparation of foods. 
One unit in clothing. 
Junior year: 
One unit in selection and preparation of foods. 
Senior year: 
One-half unit in home and household management. 

Where only two years’ work in foods and clothing combined are 
offered on the term basis, it should consist of foods—first year, about half 
each term; and clothing—first year, plus as much of clothing—second 
year as can be covered in the two terms devoted to clothing. In connec- 
tion with foods a brief study should be made of house management, using 
the syllabus as a guide. No separate credit should be allowed for this, 
but it should be included as a part of the credit given for the work ‘in 
foods. 

Where but one year in foods dnd clothing combined is offered, it 
should consist of one term of each. The most important parts of foods— 
first year can be given, and by eliminating some of the introductory de- 
tails, clothing—first year and a few of the features of clothing—second 
year, which in the judgment of the teacher may seem advisable, can be 
given. It should be remembered that the credit allowed for clothing— 
first year is only one-half unit. 


28 Course of Study for High Schools. 


FOODS—FIRST YEAR. 








SUGGESTED PROBLEMS FOR DEVELOPMENT. 


LABORATORY. 





How can I make my work easier in 
the kitchen? 

What utensils will be needed for 
my work? 


Clean and arrange equipment in 
desks and cupboards. 

Directions for care of sinks and 
supply tables, etc. 

Clean refrigerator. 





How much does it cost me to run > 


my coal range an hour? 

Is it more economical to cook with 
coal, gas, gasoline, electricity, or 
oil in my community? 

Which fuel gives me the best re- 
sults? 





Examine range and gas burner. 
Regulate mixer of gas burner. 
Examine electric plates and ovens. 
Build and regulate fire. 

Read gas and electric meters. 
Calculate cost per hour. 


Make working drawings of range. 





Why is an abundant suply of water 
necessary for my kitchen? 

What must I know about plumb- 
ing fixtures? 

Why is it that in some waters a 
good lather can never be made? 

What processes can we use to 
soften hard water in the home? 


Why are 
harmful? 

How may tea and coffee. be pre- 
pared to render them the least 
harmful? 

Why are cocoa and chocolate bet- 
ter beverages for children than 
tea and coffee? 


beverages considered 


Will it be more economical for me | 


to make or buy my candies? 
Why is it that commercially made 


candies have a more uniform | 


texture than homemade candies? 

Why is it that some _ football 
coaches serve the players a cup 
of black coffee with four lumps 
of sugar in it before they enter 
the game? 


Experiments to show effect of heat 
on water. 
Experiments 

stances in solution and suspen- 


sion—change the boiling tem- - 


perature of water. 

Experiments to determine the ef- 
fect of foreign substances on 
melting and freezing point of a 
solution. 


| Make a fruit ice. 
| Soften water for cleansing. 





. 


Make tea and coffee. 

Compare steeped and boiled tea. 

Compare boiled and_ percolated 
coffee. 

Fruit drinks. 


Make syrup test to determine tem- 
peratures. 

Make peanut brittle, and “possibly 
some other candies. 

Compare cost of homemade candy 
and purchased candies. 


Compare maple sugar, beet sugar, 


cane sugar. 
Burn sugar completely, watching 
changes. 


Trip to candy factory or kitchen. 


to determine sub-. 


Part [X.—Industrial Subjects. 


Do 


FOODS—-FIRST YEAR. 





RECITATION. 


Equipment. 
Construction and care of different 
pieces of equipment. 





| 


RELATED TOPICS: 


Kitchen plans. 
Kitchen finishings. 

Walls, floors, ete. 
Kitchen furnishings. 

Cabinets, tables, stoves, ete. 
Different kinds of plumbing. 
Different kinds of water supply. 





Fuels. | | 
Kinds and classes. 
Value of different fuels. 
Calorific, economic. 
As to convenience. 
Essentials of combustion. 
Kindling temperature. 
Products of combustion. 


Water. 
Sources. 
Kinds and composition. 
Uses. 
As cleansing agent. 
As medium in cooking. 
In body. 








Beverages. : 
Tea, coffee, cocoa. 
Composition. 
Methods of preparation. 
Physiological effects. 
Fruit drinks. 
Value in diet. 
Kinds. 





Sugar. 
Sources, kinds, composition. 
Manufacture. 

Properties. 
Effect of heat. 
Effect of acid. 
Value as food. 





The value of fire insurance. 

Study of various heating systems. 

Study of national conservation of 
fuels or fuel substances. 


Water supply for cities and homes. 

Purification of water. 

Sewers and sewage. 

The relation of water supply and 
health. 

Correlate the subject. with geog- 
raphy. 





History of the use of beverages. 

Harmfulness of intoxicating bev- 
erages. 

Value of prohibition. 

Other stimulants and soft drinks. 

A study of soda fountains. 





Reports upon adulteration of con- 


fectionery. 
Manufacture of syrups. 





e 


30 Course of Study for High Schools. 


SUGGESTED PROBLEMS FOR DEVELOPMENT. 


Why is it that the evaporated 
fruits retain their natural color 
better than dried fruits? 

Why is it that fruit is such an im- 
portant food in the diet of a 
vegetarian? 


What is the effect of heat on 
starch? 

How can a starch and a liquid be 
combined to make a smooth mix- 
ture? 

From what source do we obtain 
starchy food? 


How can’ we cook green vegetables 
to retain their mineral salts? 

How does the cookery of winter 
vegetables differ from the cook- 
ery of green ones? 

What should I know about the 
composition of vegetables to se- 
lect suitable ones for winter use? 

How can we cook strong vegetables 
so the flavor will be improved 
and the appearance unchanged? 








FOODS—FIRST YEAR—CONTINUED. 


LABORATORY. 


Prepare a fresh and a dried fruit. 


Collect samples of starchy prepa- 
rations. 

Report upon home cookery of sago, 
tapioca, and macaroni. 

Test different foods for starch. 

Experiments to determine solu- 
bility of starch in hot and cold 
water. 

Experiments to show methods of 
combining starch with a boiling 
liquid. 

Prepare white sauce. 

Experiments to compare thicken- 
ing power of browned flour, flour, 
and cornstarch. 

Examine cooked and _ uncooked 
starch grains under microscope. 


Illustrate different methods of 
preparation. 

Illustrate use of white sauce for 
different purposes. 


Part [1X.—Industrial Subjects. 31 


FOODS—FIRST YEAR—CoNTINUED. 





RECITATION. 


Fruits. 


Composition and value as food. 


Process of preparing. 
Fresh. 
dried. 





RELATED TOPICS. 


Study system of grading fresh, 
canned and dried fruits. 

Collect samples. 

Value of fruit as food in other 
lands. 


| Comprehensive study of fruit pro- 


duced in Kansas. 


| Survey of the community as to its 


fruit production. 








Starches. 
Characteristics. 
Structure of starch cell. 
Difference in starch cells. 
Properties. 
Effect of heat. 
- Effect of acid. 


Vegetables. 

Composition. 

Classed according to— 
Parts used. 
Composition. 

Flavor. 
Methods of cooking. 
Digestion and food value. 





Study manufacture of tapioca, ar- 
rowroot, and sago. 
Manufacture of starch. 





Comparison of costs of vegetables 
raised at home with those pur- 
chased on the market. 

Study of various grades of canned 
vegetables on the market. 

Trip to some canning factory. 

Training in marketing. 


of Course of Study for High Schools. 


FOODS—FIRST YEAR—ConNTINUED. ; 





SUGGESTED PROBLEMS FOR DEVELOPMENT. 


What directions should be given 
for the cooking of cereals? 

Why is it that some cereals take so 
much longer to cook than do 
others? 

How does 
ready-to-eat cereals differ from 
the so-called uncooked and par- 
tially cooked ones? 

Is it cheaper for a family to de- 
pend entirely upon ready-to-eat 


the manufacture of | 


LABORATORY. 





Cook cereals. 
Different kinds. 
Different methods. 
(Compare.) 2 
Make collection of cereal grains. 
Make collection of prepared ce- 
reals. 


cereals or to use the uncooked | 


ones? . 
What cereal can be used as a vege- 
table? 





How may foods be cooked in fat 
and have them both palatable 
and wholesome? 

Why is the prejudice that many 
people have against fried foods 
justifiable? 

What is the most economical fat 
for frying? 


Render fat. . 

Experiments to determine tem per- 
atures for frying cooked and un- 
cooked foods. 

Clarify fats. 





What is it about milk that makes 
it so valuable for children to 
drink? 

What precautions are necessary to 
keep milk sweet and safe for 
use? 

When it is impossible to obtain 
fresh milk, what. can be used? 


How much importance must we 
give to the use of cheese and but- 
ter in our diets? 

With what foods should cheese be 
combined? 

Why is it that the Italians can live 
so largely on macaroni and 
cheese? 

Is it wise to use or sell butter sub- 
stitutes? 


Investigate school and home supply 
of milk. 

Pasteurize and sterilize. 

Demonstrate cleansing milk uten- 
sils. 

Make cottage cheese. 

| Make junket. 


| 
| 


upon cheese. 
Make macaroni and cheese. 
Make rarebit. 
Make soufflé. 
Make butter. 
Compare with butter substitutes. 








Compare scalded and boiled milk. _ 


Experiments to show effect of heat’ 


ae | 


Sd 
Sila eet WE ek 





Part [X.—Industrial Subjects. ao 


FOODS—FIRST YEAR—ConrtTINUED. 








RECITATION. RELATED TOPICS. 
Cereals. , Study manufacture and prepara- 
Composition. __ tion for market. 
Kinds. | Study relation of cereals to the 
Manufacture. feeding of ancient people. 


Value as food. 
Effect of different methods of | 
cooking on flavor and diges- 





tion. 
| 
| 
Fats. Ths Test for adulterant. 
Composition. Use of different fats for frying. 
Kinds, sources. Report on the dangers of deep fat 
Value as food. frying and the means of pre- 
Effect of heat. venting accidents. 
Economy in the use of fats. Treatment for burns. 


Cost of various kinds. 
Butter and lard substitutes. 





Milk. Comparison of cow’s milk with 
Composition. other kinds. 
Value as food. Prepare milk for infant feeding. 
Effect of heat. Visit dairy. 


Effect of rennet and bacteria. | Milk as a carrier of disease. 
Care of milk. 
Milk as found in market. 

Certified, modified, con- 





\ densed, etc. 
Milk products. Manufacture of. 

Cheese. Relation of bacteria and molds to 
Kinds. flavor of. 
Composition. Comparative food value. 
Manufacture. Economy in the use of. 
Food value. 
Digestibility. 
Care of cheese. 

Butter. ’ 
Methods of preparation. 
Substitutes. 


3—H.S. Part 9 


Course of Study for High Schools. 


FOODS—FIRST YEAR—CONTINUED. 


SUGGESTED PROBLEMS FOR DEVELOPMENT. 


LABORATORY. 





Why are eggs used so largely in a 
child’s diet? 

What is the difference between 
soft cooking and soft boiling an 
egg? 

Should the price of eggs influence 
their use? 


What use may we make of the 
thickening power of eggs in mak- 
ing desserts? 

What measure of flour is equiva- 
lent to the thickening power of 
one egg? one yolk? one white? 


Why should meat be cooked? 

How does the structure of a piece 
of meat determine its method of 
cookery? 

By what mechanical means can we 
make the tougher cuts of meats 
more desirable? 

What should I know about meats 
so that I am sure of getting the 
cuts I order from the market? 

How much meat should I eat in my 
regular diet? 

How can I economize in buying 
meat? 

To what extent is it wise to substi- 
tute the vegetable protein for the 
protein of meat? 








Cook eggs different ways. 
Experiments to show effect of salt 
and acid on albumen. - 
Determine cost of egg dishes with 

different priced eggs. 


Make custards. 
Custard variations. 

Chocolate. 
Fruit. 
Caramel. 
Frozen. 
Baked. 
Steamed. 

Make omelets. 


| Experiments to show constituents 


and characteristics. 

Draw animal to show location of 
cuts. 

List cuts of meat according to 
price. 

Preparation of various cuts. 

Use of left-overs. 

Combine vegetables with meats. 


Prepare baked beans. 
Prepare lentil soup. 
Prepare salted peanuts. 


Part [X.—Industrial Subjects. 39 


FOODS—FIRST YEAR—ConrTINUED. 





RECITATION. RELATED TOPICS. 














Eggs. Preserve eggs. 
Composition. Make record of different Kinider of 
' Value as food. eggs used as food. 
Structure. Experiments comparing the cook- 
Preservation. | ery of duck, guinea, and pigeon 
Effect of heat. } eggs with hen eggs. 
Economy in use. Discuss drying of eggs. 
Relative value of fresh and) 
preserved eggs. 
Cause of spoiling of eggs. 
Digestion. 
Milk and egg combinations. Substitutes for eggs in custard 


The egg as a thickening agent. making. 
Effect of too high temperature. | Food value of milk and egg com- 











Means of disguising the taste binations. 
of. : 
Meats. _. | Preservation of meats. 
Structure. | Food laws governing supply. 
Composition. Ripening of meat. 
Food value. Visit packing houses. 
Selection of meat. Dangers from meat. 
Conditions that affect aint Animal parasite. 
Flavor of meat. Ptomaine. 
Effect of heat. Relative value of different kinds of 
Reasons for cooking meat. flesh used as food. 
Methods. Sauces, dressings, and seasonings 
Preservation of meats. for meats. 
Cost of meat. Meat substitutes. 


Food laws governing supply. 
Meat substitutes. 


Legumes and nuts. Comparison of cost with meat. 
Composition. Tests for protein, fat, and starch. 
_ Structure. Nut combinations. 
Value as food. 
Digestion. 
Kinds. 


Cost. 


36 


Course of Study for High Schools. 


FOODS—FIRST YEAR—ConrINUED. 





SUGGESTED PROBLEMS FOR DEVELOPMENT. 


From what source do we obtain 
gelatin? 

What is the difference between 
jello and gelatin? 

Why should I not form the habit 
of serving only gelatin desserts? 


| 
| 





LABORATORY. 


Experiments to show solubility in 
hot and cold water. . 
Prepare— ’ 
Lemon jelly. 
Gelatin from meat and bone. 
Compare with ready to use gelatin 
preparations. 
Prepare gelatin. 
With fruit juice. 
With fruit pulp. 
With fruit or nuts. 
With fruit cream or egg whites. 





What is the purpose of leavening? 

What are the different leavening 
agents? 

What are some of the objections to 

the use of soda? ‘ 

Why are some baking powders ob- 
jectionable to use? 

Why has the prejudice grown so 
strong against the use of quick 
breads? Is it the temperature 
of the bread or the texture of 
hot bread that makes it harder 
to digest? 

Why do we use different nlnaees of 
batters and doughs? 





bread? 

What kind of flour 
bread? 

What change takes place in bread 
during baking? 

Is it more satisfactory to male or 
buy the bread for family use? 

If I am buying food at the bakery, 
what can I get that will give me 
the most for my money? 

How does the cost of homemade 

dishes compare with the same 

foods bought at the bakery, gro- | 
cery, or delicatessen shop? 


What are the requisites for good 
is best for 


Experiments with flour to illus- 
trate the presence and charac- 
teristics of starch and gluten. 

Experiments to show action of var- 
ious leavening agents when com- 
bined with liquid. 

Prepare sponge cake and pop- 
overs. 

Prepare griddle cakes. 

Prepare waffles. 

Prepare muffins. 

Experiments to show action of oak 
and molasses. 

Prepare gingerbread. 

Experiments with soft doughs. 

Make biscuits, doughnuts, or 
cookies. 


Make wheat bread by oe and 
long process. 


Part [X.—Industrial Subjects. 


37 


FOODS—FIRST YEAR—CONTINUED. 





RECITATION. 





Gelatin. 
Source. | 
Commercial preparation. 
Properties. 
Composition. 
Value as food. 





RELATED TOPICS. 





_ By-products of meat industry. 


Source, preparation, and use of 
agar-agar. 

Trish moss. . 

Compare gelatin with pectin, agar- 


agar, and Irish moss. 





Batters and doughs. 
‘+ Flour. 
Composition. 
Kinds and classes. 
Manufacture. 
Leavening agents. 
Kinds and classes. 
Properties. 
Products of fermentation. 
Classes of batters and doughs. 


Oven temperatures and 
baking. 
Digestion and food value. 
Value of batters and 
doughs. 
Comparison of various 


leavening agents as to 
digestibility, food value, 
healthfulness, economy 
of time, effort, expense. 


Yeast bread. 

Methods of making. 
Materials used. 
Manipulation. 

Baking. 

Temperature. 
Changes produced. 

Care of bread. 

Value as food. 

Digestion. 


Manufacture of baking powders. 

Comparison of different kinds. 

Manufacture of soda. 

Cultivation of yeast, and experi- 
ments with microscopic exami- 
nation. 





Manufacture of yeast. 

Visit bakery. © 

Make variety of breads. 
Comparison of cost of homemade 
with baker’s bread. 

Causes of defects in bread. 
Conditions under which bread is 
marketed. 


38 Course of Study for High Schools. 


FOODS—FIRST YEAR—CONCLUDED. 








SUGGESTED PROBLEMS FOR DEVELOPMENT. LABORATORY. 





Is the food value of salads great | Select and prepare materials for 
enough to warrant the time salads. 
spent in preparing them? Make dressings. 

Should salads be considered a lux- | Attractively combine. 
ury or necessity? 

What are the characteristics of a 
good salad? 





Where the second year’s work is not given, include some dietary work 
and meal preparation at the close of the first year. 


Part IX.—Industrial Sub jects. 39 


FOODS—FIRST YEAR—CoNCLUDED. 





RECITATION. | ; RELATED TOPICS. 


ve 





Salads. 


Cultivation of various salad plants. 
Value in diet. Comparison of food values of dif- 
Preparation. ferent kinds of dressings. 
Kinds. 


| 
Cost. | 
| | 


AQ) 


Course of Study for High Schools. 


FOODS—SECOND YEAR. 





Why do some fruits jell better than | 


others? . , 

What methods can I use to save 
fruits and vegetables for winter 
use? 

How does the pure food law protect 
us when buying canned goods? 

Why does fruit spoil? 

Is fruit put up at home cheaper 
than that commercially canned? 

What should I know about the 
brands of commercially canned 


fruits and vegetables in order to | 


buy them intelligently? 


i 
SUGGESTED PROBLEMS FOR DEVELOPMENT. | 


LABORATORY. 


Can fruits and vegetables under 
different methods. 

Make preserves and pickles. 

Make jellies, jams, and butters.. 





What must I know about foods to 


be able to intelligently prepare a | 


meal at home? 

What could I prepare for luncheon 
at a cost of 10 cents? 

How shall I care for the baby’s 
milk? 





What are the first foods I may | 


give a child? 

What are suitable refreshments 
for a reception? 

What shall we serve at our Moth- 
er’s Tea? 

What quantities will we need for 
twenty guests? 

What kinds of food do I, a high 
school girl, need? 

How much do IJ require each day? 

What shall I put in my 8-year-old 
brother’s lunch box? 

What can [ learn to make at school 
that I can serve at home for 
Thanksgiving dinner? 





| Weigh and measure 100 calorie 


portions of different foods. 
Compute 100 calorie portions of 
several foods. 


| Caleulate from dietary tables the 


number of calories each member 
of a given family requires for a 
_ daily diet. } 


| List foods rich in protein, fat, car- 


bohydrate, and mineral content. 
Visit markets. 


Study labeling. 


Compare cost of foods purchased 
in small and large amounts. 

Plan meals suitable for breakfast, 
luncheon, dinner, supper. 

Plan meals for definite sum. 

Plan meals with special reference 
to economy of time, labor, fuel. 
Plan meals for aged, young, vari- 

ous types of illness. 
Plan, prepare, and pack lunches 
for school child, laboring man. 





What must I know about the dif- 
ferent styles of table service and 
table etiquette to serve my meal 
correctly? 

How will my knowledge of art help 
me to serve meals attractively? 

How can the enjoyment of a simple 
meal be increased? 





Prepare meals for different occa- 
sions. 

Set table for various kinds of 
meals. 

Serve meals of various kinds. 


Part [X.—Industrial Subjects. 41 


FOODS—SECOND YEAR. 








RECITATION. RELATED TOPICS. 
Canning and preserving. Discuss standards for canned prod- 
Decay of fruits and vegetables. ucts. 
Causes. | Comparison of home-canned and 
Means of prevention. commercial products of the same 
Methods of preservation. quality. 
Harmful preservatives. Visit the canning factory. 
Comparison of fresh and pre- | Discuss different kinds of canning 
served fruits and vegetables equipment. 
as to— Manufacture of vinegar and_ its 
Quality. . | use. 
Cost. 


t 


Selection of food materials for Study dietary standards. 


menus. Compute value of meals served at 
Methods of measurement of home. 
fuel value of foods. Plan balanced menus for one week. 


Food requirements as_ influ- 
enced by age, etc. 
Dietary standards. 
Cost of food. 
Conditions which affect 





cost. 
Methods of purchase — 
marketing. 


Means of reducing cost. 
Planning of meals. 
Study of principles under- 
lying the making of 
menus. 
Suitable combinations. 
Variety, etc. 
Esthetic considerations. 
Meals for different sea- 
sons, occasions. 
Meals for sick and conva- 
lescent. | 


Preparation and service of meals. | Preparation of meals at home. 


Styles of service. Preparation of meals for public oc- 
Accepted rules for service. casions. 
With maid. 


Without maid. 
Table etiquette. 
Plan of work as to economy of | 
time, labor, and fuel. 





42 Course of Study for High Schools. 


SUGGESTED PROBLEMS FOR DEVELOPMENT. 


What must I know about clothing 
in order to dress in good taste 
and appropriately to all occa- 
sions? 

What must I know to help make 
my clothes? 

What equipment is necessary for 
the sewing room at home? 


What must I have to equip my | 


work box?- 


What should I know about buying ~ 


cotton and linen? 

How can I tell at the store whether 
a tablecloth is pure linen, is 
adulterated with cotton, or is 
mercerized cotton? 

Why is the price of materials not 
always a safe guide in buying? 
How can I use my knowledge of 
fibers to help overcome the ob- 

jection to a pure textile law? 


_ What is a suitable design for a 
work apron? 

What materials might be used for 
it? 


Of the various articles of clothing 
that I need, what can I make at 


school so that the cost of my 


wardrobe shall be reduced? 








CLOTHING—FIRST YEAR. 





LABORATORY. 


Review of stitches on small articles 
as needed to give practice in 
making the larger article or 
garment. 

Stitches. 

Seams. 

Fastenings. 

Lace and emrboidery match- 
ing. 

Cutting and joining bias. 

Gussets. 

Plackets. 

Darning and patching. 


Microscopic, chemical, and physi- 
cal examination of cotton and 
linen fibers. 

Collection and comparison of sam- 
ples. 


(Work begun and continued 
throughout the year.) 


Making of following: 
a. Holder made of crash or 
hand towel. 


c. Kimona (commercial pat- 
tern). 
d. Kimona sleeve nightgown. 


Part IX.—Industrial Subjects. 


CLOTHING—FIRST YEAR. 


RECITATION. 


43 


RELATED TOPICS. 





Study of equipment used in sew- 
ing. 
Location and 
sewing room. 
Selection of equipment to con- 
serve health and time of 
worker. 
Cost of outfit. 
True economy in buying: 
Study of individual equipment. 
Study of sewing table. 
Study of sewing chairs. 
Aprons. 
Pressing boards. 
Sewing machines. 


furnishings of 


History of articles in the sewing 
equipment. 

Influence of inventions on econo- 
my of time and labor. 

Report upon location and equip- 
ment of home sewing room. 








Textiles (cotton and linen fibers). 
Value of knowledge of fibers 
to purchaser. 
Methods of adulteration. 
Need of textile legislation. 
Study as to 
Origin. 
Cultivation. 
Structure. 
Varieties. 
Preparation for market. 
Purpose, durability, relative 
cost, good taste. 
Comparison of materials. 
Ready made versus homemade 


as to making, wearing, and 


cost. 


Points to be considered in selection 
of materials. 
Use of holders. 
Design of holders. 
Care of holders. 





Uses and kinds of aprons. 
Selection of design. 
Selection of material. 
Care of aprons. 
Repair of garment. 


Proper use of negligee garments. 
Ready-made versus home-made gar- 
ments. 


Origin, structure, cultivation, va- 
rieties, and preparation for 
market of cotton and linen. 

Evolution of spinning and weav- 
ing. 

Modern processes of manufactur- 


ing. 
Bleaching and dyeing. 





Factors to be considered in buying 
linens. 


Study of commercial patterns for 
garments. 


Conditions under which garments 
are made. 3 

Visit factory if possible. 

Consumers’ League. 


AA Course of Study for. High Schools. 


SUGGESTED PROBLEMS FOR DEVELOPMENT. 


CLOTHING—SECOND YEAR. 


LABORATORY. 





With my present ability and need, 

what undergarments can I make 
. that will be serviceable for me? 

Why will it be more economical 
for me to make my own under- 
garments than purchase them 
ready made? 

What can we do in our community 
to further the good work of the 
Consumers’ League. 

What must I know about the sew- 
ing machine so that I can use it 
as it should be used? 





e. Corset cover (commercial 
pattern). 





What materials, are most suited 
for undergarments? 

Is it necessary to shrink all wash 
material before making up? 

How can I help better the condi- 
tions under which the ready- 
made garments are made? 


f. Drawers (plain or circular 
drafted pattern). 





When is it economical for us to 


make the trimmings for our 
underwear? 
What principle in design will guide 


us in determining the depth to - 


make petticoat flounces? 


Why is it an advantage to be able | 


to make our own patterns? 


What type of dress is best suited 
to my needs? 

What material would be best for 
this style? 

How much-can I afford to spend 
for a dress? 

Can I buy it ready made as cheaply? 

How much material will I need? 

What type of dress is meant by 
the term “sporting costume’’? 

When should it be worn? 





_g. Petticoat (drafted pattern). 


h. Shirtwaist (drafted pat- 
tern) tailored cuffs and 
band or original collar 
and cuffs. 

i. Middy (commercial pat- 
tern). 


Part I[X.—Industrial Subjects. 


45 


CLOTHING—SECOND YEAR. 


RECITATION. 


Discussion of styles as to beauty, 
utility, and health. 

Selection of materials. 

Relative value of trimmings. 

Lace and embroidery. 

Handmade versus machine made. 

Time required in laundering and 
care. 

Comparison of cost with ready- 
made garments. 

Use of machine attachments. 








RELATED TOPICS. 


Discussion of corsets, brassiere, 
and form substitutes. 

History of lace and embroidery 
making. 

Lives of people doing hand work. 

Price paid for hand labor. 





Discussion of styles. 
Hygiene of underwear. 
Comparison of kinds of underwear. 


Suitable styles for different ages. 
Value of bloomers and rompers. 
Manufacture of underwear. 





Design as related to line and pro- 
portion. 

Design as related to beauty, util- 
ity, and health. 

Selection of material. 

Economy of material. 





Style of waist considered as to 
beauty, appropriateness. 

Suitable selection of materials for 
waists. 


Study of commercial patterns. 

Commercial versus drafted pat- 
terns. 

Figure cost of one year’s supply 
of underwear. 

Collect samples of cotton fabrics. 

Note width and cost. 

Collect samples of lace and em- 
broidery suitable for underwear. 


Histry of buttons. 
Manufacture of fasteners. 
Fads of the season. 


46 





SUGGESTED PROBLEMS FOR DEVELOPMENT. 


Which is preferable, light or dark 
materials for work dresses? 


Why do we prefer cotton to wool . 


for house dresses? 


What should I know in order to 
care properly for woolen and silk 
garments? 

How do you account for the 
tle” in some silk petticoats? 


rus. 





| 
| 
| 


How can I keep my wool dress | 


from water spotting and shrink- 
ing? 


| 
| 


How is woolen material more serv- 
iceable for school dresses than 
the heavy cotton fabrics now on 
the market? 

What should guide us in the selec- 
tion of our clothes? 

What can I do to my last year’s 
dress so I can wear it again this 
season? 

What advantage would there be 


What do we mean by 
clothes are in good taste? 
What must I know and do in order 
to select and purchase clothing 
that will serve as adornment as 
well as protection? 


saying 





Course of Study for High Schools. 


CLOTHING—SECOND YEAR—CONTINUED. 


LABORATORY. 


-Colleet and combine fabrics and 


trimmings suitable for pete 
dresses. 

Making of an original design or 
the adaptation of a selected de- 
sign. 


| Drafting pattern or adapting com- 


mercial pattern. 
j. Morning dress 
cial pattern). 


(commer- 


Note: 
Require three of the first six. 
Require either “h” or ‘%.” 


6c 9? 


Require “7. 


Microscopic, chemical, and physi- 
cal examination of wool and silk 
fibers. 


| Tests for adulteration. 


Make ink or water-color design 
suitable for wool dress: (May 
be done in correlation with draw- 
ing department.) 

Make a wool dress or a wool skirt 
and separate silk waist. 

Select and combine wool and silk 
fabrics suitable for dresses for 
different occasions. 


| Note width and cost. 
in designing my own patterns? | 


Make a lingerie dress, household 
or personal articles that may be 
designed and decorated. 


Part IX.—Industrial Subjects. 47 


CLOTHING—SECOND YEAR—COonNTINUED. 








RECITATION. RELATED TOPICS. 


Principles of color, line, and pro- | Manufacture of fibers into cloth. 
portion. Shrinking, mordanting, dyeing, 
Application of principles to de- printing, mercerizing. 
sign of dress. : 
Suitability of design as related to 
utility, comfort, and time spent 
in laundering. 





| 
Study of fibers (wool and silk). |= Method of cleaning and renovat- 
Origin, structure, comparison ing. 
of varieties, and preparation | Discussion of textile legislation. 
for market of wool and silk. Manufacture of yarns. 
Methods of adulteration. 


Review of principles of color and | Comparison of costumes of other 


line in relation to human color- | peoples and of other periods of 
ing and form. | history. 

Suitability of clothing to different 
occasions. - 


Selection of materials. 
Dress accessories. 

Ornamentation versus decoration. 
Influence of color upon individuals. | 
Adoption of commercial patterns. 





Jas 3 = — —_ ee class a 





Discussion of principles of art in | History and development of differ- 
color and design as applied to ent types of art as expressed by 
needlework. needlework. 

Selection of materials. 








How can I be sure, when bayine. a 
hat, that it is suitable, appro- 
priate, and becoming to me? 





acl that! on “suit 
costume. Pig 







i Plan ee Gone 
wardrobe for 
for one year, Sa 





a SS SS Ee 








Part [X.—Industrial Subjects. 49 
CLOTHING—SECOND YEAR—CoNCcLUDED. 
RECITATION. RELATED TOPICS, 
Study of materials used in milli- | History of millinery. 
nery. Headgear of other peoples. 
Note: stad Manufacture of ribbons, velvets, 
Where desirable and practicable, artificial flowers, plumes, ai- 


millinery may be included to 
give further development of 
skill and judgment in selection 
of clothing. 

Discussion of color and line in re- 
lation to the face, figure, and 
costume. 

Style of hat in relation to arrange- 
ment of hair. 

Criticism of prevailing style. 

Selection of materials. 

Comparison of cost of materials 
as contrasted with milliner’s 
price. 


4—H. S. Part 9 


OT -.v OO —E 


grettes, and other ornaments. 
Relation to Child Welfare work of 
Audubon society. 


50 





SUGGESTED PROBLEMS FOR DEVELOPMENT, 


What should I know about the lives 
of the girls and women of the 
past in order for me to appre- 
ciate my own opportunities? 


What has the environment of my 
house to do with my happiness 
and development? 

What building materials are best 
suited for a house in my local- 
ity? 

What should I know about the 
public supply of water in order 
to conserve the health of our 
family? 

Where does the ice we use in our 
home and at school come from? 


Course of Study for High Schools. 


SHELTER AND HOUSE MANAGEMENT. 


LABORATORY. 





tee houses in process of construc- 
tion. 

Make plans for house. 

Examine school and other public 
systems of heating and ventila- 
tion. 

Visit waterworks and sewage plant. 

Study and report on home water 
supply and sewage disposal. 





What effect does my surroundings 
have upon my development? 

How am I influenced by pictures 
and music? 

How can I learn to have a greater 
appreciation for the better things 
in art? 





¥ 


How much of the care of the home 
should I be responsible for? 


J 


——— ge 


Collect samples of paper and other 
wall materials. 

Demonstration with Victrola to 
illustrate classes of music. 

Make trip to art shop to see pic- 
tures. 

Make trip to stores and factories. 

Combine samples of wood, wall 
coverings, and textile fabrics 
sutable for different rooms. 

Plan color schemes for different 
rooms. 


Clean a room. 
Clean silver. 
Clean refrigerator. 
Remove stains. 


Part [X.—Industrial Subjects. 


OL 


SHELTER AND HOUSE MANAGEMENT. 





RECITATION. 


RELATED TOPICS. 





The family as the social unit. 
Place of individuals in the family. 
Home maker. 
Wage earner. 
Dependents. 


Evolution of family. 
Change in interests and activities 
of women. 





Evolution of the house. 
Location of the house. 
Environment. 
Site. 
House planning and construction. 
Structure. 
Plans. 
Materials. 
Systems of heating, lighting, 
and ventilation. 
Plumbing. 
Water supply. 
Disposal of wastes. 





Decorating and furnishing. 
Exterior. 
Interior. 

Floors, walls, ceilings. 
Suitability. 
Cleanliness. 
Artistic effect. 

Furnishings. 

Use. 
Sanitary aspects. 
Artistic effect. 


-_ Maintenance. 


Care of the house. 
Source of dirt. 
Ways of removing dirt. 
Materials for cleaning. 
Care of furniture and furnishings. 
Laundry. 
Materials used. 
Steps in process. 
Household pests. 


Fin ap rr a artic hatin meaertgais| |)": eminence jes tea ait tt es (fe 


Types of domestic architecture. 

Physiological effect of light. 

Radiation, refraction, reflection, 
and diffusion. ~ 

Physiology of ventilation. 

Source of public and private wa- 
ter supply. 

Sources of contamination. 

Methods of purification. - 

Rural and city methods of sewage 
disposal. 

Water and ice supply as related to 
health. 


Discuss durability and suitability 
of— 
Rugs. 
Draperies. 
Furniture. 
Pottery. 
Silver or other metals. 
China. 
Study of color and principles of 
design. 
Study of pictures. 


Effects of different cleaning ma- 
terials on wood, paints, and tex- 
tiles. 





o2 





Course of Study for High Schools. : 


SHELTER AND HOUSE MANAGEMENT—Conc.upen. 





SUGGESTED PROBLEMS FOR DEVELOPMENT. 


Can the principles of efficiency be 
applied to housekeeping? 
Do I spend more than my share of 

the family income? 


LABORATORY. 


Spend an imaginary salary for on 
month. . 
Report on market prices. 
Keep account of family expense 
for one month. Pot 
Plan work of home for one week. 





How can I help mother share the 
burden of housekeeping? 

What habits should I form in or- 
der to keep well? 

Do I know enough about foods to 
know how to select a diet that 
is best suited to my needs? 

How can I keep from becoming a 
slave to the dictates of fashion? 


Home problem in some activity of 
home life. 

Report on work of local board of 
health. 

Prepare a lunch basket for a high 
school girl. . 

Give an afternoon tea to mothers. 





How can I make my home such as 
to give me the highest physi- 
cal, mental, moral, and _ spirit- 
ual development? 





Part [X.—Industrial Subjects. do 


SHELTER AND HOUSE MANAGEMENT—COoncLUDED. 





RECITATION. 


RELATED TOPICS. 





Organization of the home. 


Essentials of a well-ordered home. 


_ Standards. ° 
Management. 
Division of income. 
Buying. 
Household accounting. 


Bevictpice of business puicien oy, 
Sources of income. 

Social contracts. 

Cost of living. 


System in work. : 


Activities and functions. 
Routine activities. 
Health interests. 
Personal hygiene. 
Family hygiene. 
Public hygiene. 
Home nursing. 
Home nurse and her 
duties. 
Contagion and infection. 
Emergencies. 
Social activities. 
Social customs and usages. 


Aims and results. 
Physical well-being. 
Mental discipline and develop- 
ment. 
Social, moral, 


and _ spiritual 
advancement. 


Physiological fOr; 
health. 

Food requirements. 

For infants, the aged, de the 

sick. 

For the high-school girl. 
Social standards. 

Fashion. 

Convention. 


requirements 








STATE OF KANSAS 
DEPARTMENT OF EDUCATION. 


COURSE OF STUDY FOR 
HIGH SCHOOLS 


PREPARED BY 


THE STATE BOARD OF EDUCATION 
LOTT, 


PART X.—MUSIC AND ART 


KANSAS STATE PRINTING PLANT 
W.R. SMITH, STATE PRINTER 
TOPEKA. 1918 
7-42.43 





275 
a K 13 af 
A. a7 





STATE BOARD OF EDUCATION. 


W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 


FRANK STRONG, 
Chancellor of the University of Kansas, Lawrence. 


H. J. WATERS, 


THos. W. BUTCHER, 
President of the Kansas State Normal School, Emporia. 


LILIAN SCOTT, 
be Professor of Pedagogy, Baker University, Baldwin City. 


W. O. STEEN, 
Superintendent of City Schools, Beloit. 


R H. W. SHIDELER, 
; 5 Superintendent of City Schools, Girard. 
E. 
ee 
= 


L. D. WHITTEMORE, Secretary, 
Topeka. 


(3) 


| President of the Kansas State Agricultural College, Manhattan. 


—e. 


GENERAL’ CONTENTS. 





PART ES Gee SYNOPSIS. 
PAR TAL eae were ENGLISH. 
PARTI Trait MATHEMATICS. 
PARTE Vises eee HisToRY AND SOCIAL SCIENGE. 
PART AVI. ce shea SCIENCE. 
PARTS Vili h oe gs mee FOREIGN LANGUAGES. 
PARTS Vile seeing NORMAL TRAINING. 
BART V PLs pangs COMMERCIAL SUBJECTS. 
PART EX Ae aac ont INDUSTRIAL SUBJECTS. 
PARTE X Ro) epee Music AND ART. 

CONTENTS OF PART X. 

page 

MuSi@® *.e on ee I TR A 4 
ALte sei ORES ae ee 11 


Course of Study for High Schools, 


MUSIC AND ART. 
MUSIC. 


(One or two units.) 


The amount of credit to be allowed in music depends upon the time 
given to the recitation and to outside preparation. For recitation work 
only, with little or no outside preparation, one-half unit of credit should 
be given for one forty-minute period daily for thirty-six weeks; 
and one unit of credit for one recitation daily requiring approximately 
the same time in preparation or practice as is required in such subjects 
as English, mathematics, history etc. For double or eighty-minute 
periods one unit of credit may be given for thirty-six weeks and one-half 
unit for eighteen weeks. 

While the object of music study in the high school should be to develop 
an appreciation of music both from the standpoint of performance and 
from the standpoint of listening, it should also include the serious 
study of various branches of music, both theoretical and applied, in a 
manner which will place music on a plane with other subjects and worthy 
of equal credit. 


CHORUS AND RUDIMENTS OF MUSIC. 
Two periods (three if possible) for two years. 


‘Chorus singing has a distinct cultural and social value and is an 
essential basis for the future study of music in any of its forms. The 
results, however, are often intangible and the inclusion of the systematic 
study of the rudiments of music is recommended as a part of each 
period, or for a full period at regular intervals. 


1. OUTLINE FOR RUDIMENTS. 


This study should include a review of all notes and rests, kinds of 
measure, signatures, terms indicating tempo and variations in tempo, 
the construction of the major, the minor and the chromatic scales, 
simple transposition, and the changing of melodies from treble to bass 
clef, and vice versa. 

The following books will be of use to the teacher: 

K. W. Gherkens. Music Notation and Terminology. A. S. Barnes 
GOIN: CY. 

Maryott. Musical Essentials. John Church Co. 

A Good dictionary of musical terms. 

The work outlined will be carried on while the pupils are singing 
standard choruses and choral works. 


2. COURSE FOR PUPILS WHO HAvE HAp No MUSIC IN THE GRADES. 


This section of the chorus may. meet at the same hour when the main 
body of pupils are studying rudiments, and their instruction should be 
entrusted to another teacher, or better, assigned in very small groups 
to the seniors who are enrolled in the normal training course. Under 
this last-mentioned arrangement the section as a whole should meet the 
supervisor for a review period at least once a month. 


(5) 


6 Course of Study for High Schools. 


3. CLASSIFICATION OF VOICES. 


This important work should be done carefully. Each pupil should be 
given individual attention and an accurate record should be made of the 
part the pupil should sing, with mention of any unusual conditions. 
Serious injury often results from tenors attempting to sing bass and 
sopranos being forced to sing alto. Some boys will be found in high 
school whose voices have not changed. These may be encouraged to sing 
soprano as long as they can do so easily. Quality, with ease of production 
and some consideration of the range, will govern the assignment of 
voices. 

4, SEATING. 


If good work is to be done it is absolutely necessary that the chorus be. 
seated by parts. The change from the regular seating can be made in a 
moment to accompaniment of the piano. The weaker parts should be 
placed in front, soprano and tenors to the left, altos and bass to the 
right of the conductor. When there are few tenors it is well to place 
them in front of the sopranos. In case the bass and tenors are both few 
in number they may be seated together in the front and center. 


5. CONDUCTING. 


Special training for this work should be an equipment of the teacher in 
charge of high-school music. Careful study of the music and text 
previous to rehearsal, and intelligent enthusiasm, will awaken the desired 
response from the chorus. The chorus should be trained to follow ab- 
solutely the conductor’s beat. If the music is held just below the eyes 
this is easily possible. A cheerful mood and good humor are essential if 
the chorus is to do thorough work. Some time may be profitably devoted 
to making the pupils familiar with the technic of conducting: how to 
secure a perfect attack; how to indicate the various kinds of measure; 
the signals employed to secure crescendo or diminuendo; how to indicate 
a hold and a release. Let them do this themselves. This drill will 
find immediate application in chorus work and will be of value in the 
future when these students serve as conductors in church choirs, Sunday- 
school orchestras and on occasions for community singing. 


6. SELECTION OF MUSIC. 


Music included will fall into two classes: (a) of a community type; 
(b) standard choruses and cantatas. The heavy choruses from the ora- 
torios, such as “The Hallelujah Chorus,” “Unfold Ye Portals,” and other 
selections which result in a continued strain from high tones and fortissi- 
mos, should not be sung by immature voices of high-school age. A dis- 
regard of this rule results in musical failure and serious injury to the 
voices. 

7. TEXT IMPORTANT. 


Words of the choruses sung should be worth while and the music well 
adapted to the words. The text itself should be of sufficient worth to 
merit study independent of the music. Every high-school student should 
be taught to sing hymns intelligently. In many communities singing in 
the churches may be greatly improved through the influence of instruction 
in the high school. | 

8. BIBLIOGRAPHY. 


a. Songs for community singing: 
Fifty-five songs and choruses. C. C. Birchard & Co., Boston. 
10 cents. 
Songs We Like to Sing. Silver, Burdett & Co. 
Christmas Carols (Dann). American Book Co. 
Christmas Songs (Standard Songs No. 4). C.C. Birchard & Co. 


Part X.—Music and Art. bs 


b. Collections for assembly singing and chorus numbers: 
The Halcyon Song Book (Marshall). Silver, Burdett & Co. 
Art Songs for High School (Earhart). American Book Co. 
Assembly Song Book (Frank Rix). A. S. Barnes Co. 
Laurel Song Book (Tomlins). C.C. Birchard & Co. 
Standard Song Classics (Baldwin & Newton). Ginn & Co. 
The School Song Book (McConathy). C.C. Birchard & Co. 
High School Songs (Callinan). Allyn & Bacon. 
The Lake High School Song Book. Scott, Foresman Co. 
Glee Club Songs. Fullerton, Cedar Falls, Iowa. 
Assembly Songs, books 1 and 2 (Dann). H. W. Gray. (Girls’ 
voices.) 
Girls’ High School Music Reader (Hichberg). Ginn & Co. 
(Girls’ voices.) 
The Assembly Hymn and Song Collection. Guy Hoover, 623 S. 
Wabash avenue, Chicago. 
The various music publishers and publishers of school-music ma- 
terial offer a wide selection of supplementary music in octavo form at 
low cost. The Ditson Co., Boston; Schirmer, N. Y.; H. W. Gray, N. Y.; 
Boston Music Co., Boston; Ginn & Co., American Book Co., Silver Bur- 
dett, and The Summy Co., Chicago. 

c. Music for small schools: In many small high schools where four 
part music for mixed voices is impracticable, music in octavo form for 
soprano, alto and bass may be obtained upon request from music pub- 
lishers. 


ORCHESTRA PRACTICE FOR GLEE CLUB 


A maximum of two periods per week or one double period (for orches- 
tra) for not less than two semesters. 


MUSIC APPRECIATION. 


Two periods per week. 


This subject should be presented with the aim of developing intelli- 
gent listening and an understanding of the elements and the laws of 
musical beauty. The study should be based upon music made by the class, 
by visiting musicians, or produced by mechanical players. A course 
which has any degree of completeness will require a phonograph. In the 
selection of records, as well as in the choice of numbers to be given by 
visiting musicians, two points should be borne in mind; (a) every piece 
of music must appeal to the pupil; it must have something which he may 
enjoy without explanation; (b) each piece of music should possess mu- 
sical merit, which makes it worthy of countless repetitions and intensive 
study. Laboratory periods under supervision should at regular intervals 
take the place of the study period. The pupils will thus become familiar, 
through frequent repetitions, with the compositions studied. Facts of 
musical history should be introduced when they will make clearer the 
meaning of the compositions. Too much stress cannot be placed upon the 
matter of concentration. Hearing music to which pupils do not really 
listen is comparable to the reading of words which leaves no definite im- 
pression or idea. The training of the memory to recognize a selection 
when heard is highly important. Some determining characteristics oc- 
curring early in a composition should be selected, by which the composi- 
tion may be known. Whenever possible the music studied should be 
correlated with other subjects: with the English through the poems; with 
history through the nature of the composition, the lifetime of its com- 
poser or its association with historical events; folk songs and dances, 
patriotic airs and national hymns easily recall facts from the geography 
study in the grades. For no other subject is careful preparation by the 


8 Course of Study for High Schools. 


teacher more necessary. The teacher must observe all and more than 
the class may hear in a given selection. See to it that the characteristics 
of the music played and facts relating to it are observed by the pupils 
rather than pointed out to them. The teacher should talk as little as 
possible, making suggestions and asking questions only to stimulate the 
minds of the pupils. The compilation of a music appreciation notebook 
will greatly add to the vaiue of the work done in class. Having acquired 
concentration and ability to express the simple content of the music heard, 
the pupils should be left to make comparisons between different selections 
and comment upon them. The motive or subject phrase of various com- 
positions is memorized and the pupil’s musical memory is stored with 
many melodies. Gradually he learns through the ear, the various musical 
elements that go to make up a composition. He gains ideas about musical 
structure and harmony. He learns how music developed and how dif- 
ferent styles. have originated. He associates folk tunes with different 
nations and becomes familiar with different kinds of music, with the 
terminology of the subject. He becomes acquainted with men and women 
who have contributed to the growth of the art either as composers or 
performers. While his first appreciation was emotional, he has added 


that of the intellectual, and through observing the manner of perform- 


ance, that of the technical. When he has acquired taste as well as knowl- 
edge, and is able to express himself upon the subject through spoken and 
written language, he has learned the essentials of musical criticism. 


OUTLINE. 


The following outline may be expanded to cover two years. Increase 
by one-third the time assigned to 1 and 2 and devote three lessons in- 
stead of one to each topic under 3. Under this plan the work of the first 
year would include the appreciation of vocal and instrumental music; 
the second year would consist of a study of the history of music with 
many illustrations. 


1. INTRODUCTORY AND VocaL MUSIC. 


Lessons 1 to 4. Training for concentration; descriptive selections. 
Lessons 5 to 10. Development of discrimination. 

a. Character of piece: Cradle song, march, dance and other forms 
contrasted. 

b. Tonal differences: Observe orchestra and band; vocal numbers 
with varying accompaniments; different human voices; the 
more common orchestra and band instruments; tone colors. 

Lessons 11 to 24. Types of vocal music: Folk songs; folk-like songs 
and popular (in the best sense) ballads; chanson and lied; art songs; 
arias; the oratorio as a form, and its different elements (arias, 
choruses, recitations, etc.) 

Opera as a form; typical examples. 


2. INSTRUMENTAL MUSIC—CLASSES AND STANDARDS. 


Lessons 25 to 32. 
a. Absolute music (classic). 

Note phrases, sing from memory. Observe balance. 

Mark contrasting themes; the key and modulation; binary and 
ternary forms distinguished (class writing from hearing 
A, B, A, etc.) 

Polyphonic music of Bach. Various dance forms, the suite, 
rondo, variation form. (Handel’s Harmonious Blacksmith.) 

Sonata form, the slow movement. 

The symphony of Haydn. 

Classic style of Mozart. 


—_ — 


Part X.—Music and Art. 9 


Lessons 33 to 38. 
b. Romantic and program music. 
Music by Beethoven, Mendelssohn, Grieg, Wagner. Emphasize 
content and free form of the romantic period. é 
Lessons 39 to 44. 
c. The Orchestra. 
A military band. 
Instruments, character, and tone color. 
The orchestral score. 
Study of overtures. 
Symphonies. 
Tone poems. 
Instrumental solos. 
Lessons 45 to 48. 
d. Essentials of good music. 
Appeal. 
Art content. 
Good form. 
Proper balance between unity and contrast. 
Test of time. 


3. How Music DEVELOPED. 


Lesson 49, 50. Primitive man. Greeks and early church. 

Lesson 51, 52. Early secular music. Troubadours and other minstrels. 

Lesson 53, 54. Schools of music. 

Lesson 54, 55. Beginnings of opera and oratorio. 

Lesson 56, 57. Handel and Bach. 

Lesson 58, 59. Gluck, Haydn and Mozart. 

Lesson 60, 61. Beethoven. 

Lesson 62, 68. Schubert and Schumann. 

Lesson 64, 65. Wagner. 

Lesson 66 to 70. Types of modern national music. 

Lesson 71, 72. American music, including a survey of public sencs! 
music in the United States. 


BIBLIOGRAPHY. 


Freyberger. Listening Lessons. 

Surrette and Mason. The Appreciation of Music. 
Hamilton. Outline of Music History. 
Henderson. How Music Developed. 

Faulkner. What We Hear in Music. 

Beach. Music Appreciation for Beginners. 

The Columbia Co. Music Moods. 


RECORDS. 


The following records should be the basis of a high-school collection. 
Victor, Columbia and Edison records are indicated, respectively V, C, 
and E. 


All Through the Night, S 7508 (C); 64414 (V). 

Anvil Chorus, A 5667 (C); 82516 (E); 17563 (V). 

Believe Me If All Those Endearing Young Charms, A5095 (C); 
‘ 64180 (V). 

Berceuse (Jocelyn), A 5439 (C); 80278 (E); 64233 (V). 

Blue Danube Waltzes, A 5189 (C); 80048 (E); 16391 (V). 
Toreador Song (Carmen), A 5125 (C); 62618 (V); 82060 (KE). 
_ Intermezzo (Cavalleria Rusticana), A 5159 (C); 173811 (V). 
Cradle Song (Brahms), A 1304 (C); 17417 (V). 

Drink to Me Only With Thine Eyes, A 5132 (C); 64401 (V). 
Dixie S 3022 (C); 16819 (V); 50212 (E). 

Erlking, The, A 5023 (C); 88342 (V). 

Funeral March (Chopin), A 5150 (C); 80073 (E); 35157 (V). 
Gloria (Twelfth Mass—Mozart), A 5355 (C); 31589 (V). 


10 Course of Study for High Schools. 


Hark, Hark the Lark, A 5020 (C); 64218 (V). 

Lohengrin, Bridal Chorus, A 5414 (C); 80242 (E); 16538 (V). 

Sextette (Lucia), A 5053 (C); 80239 (E) ; 70036 (V). 

March Slave, A 5477 (C); 35167 (V). 

Hallelujah Chorus (Messiah), A 5328 (C); 81770 (V). 

Overture (Midsummer Night’s Dream), 31356 (V). 

Knowest Thou the Land! (Mignon), 30475 (C); 91083 (V). 

Minuet in G (Beethoven), A 1199 (C); 46121 (V). 

National Airs of All Nations, 31855 (V). 

Orchestral Instruments, 35286 (V); 35237 (V). 

Procession of the Knights (Parsifal), 31785 (V). , 

Morning, and Death of Ase (Peer Gynt), A 5220 (C); 80216 (E); 
35007 (V). 

In the .Hall of Ay Mountain King (Peer Gynt, A 5227 (C); 80216 (KE); 

4351 (V). 

Pilgrims’ Chorus, A 5387 (C); 82070 (E); 17563 (V); 31382 (V). 

Rigoletto Quartet, A 5306 (C); 55066 (V). 

Bright Shines the Moon (Russian Folk Song), 17405 (V). 

Rustle of Spring, The, A 1151 (C); 35448 (V); 50309 (E). 

Sally in Our Alley, A 1440 (C); 80149 (E); 16401 (V). 

Sanctus (Messe Solennelle), A 5338 (C); 85110 (V). 

Serenade (Schubert), A 5090 (C); 16545 (V); 64098 (V); 80180 (EB); 
35140 (V). 

Serenade (Tosti), A 5571 (C); 64399 (V). 

Song of India, 82088 (E); 64269 CVs 

Spring Song (Mendelssohn), A 1304 (C); 80097 (E) ; 16516 {Vio 

Star-Spangled Banner, S 3022 (C); 50169 (E); 17581 (Vite 

Symphony in C Minor (Beethoven), Andante, 35275 (V). 

Symphony (Dvorak) The New World, Largo, 35275 (V); A 5860 (C). 

Tales of Hoffmann, Barcarolle, A 1214 (C); 83082 (E); 5754 (V); 
L7att CV). 

Overture (Tannhauser), A 5337 (C); 31382 (V); 31888 (V). 

Song to the Evening Star (Tannhauser), A 5471 (C); 80084 (E); 
LiaaGe GY): 

Traumerei, A 5679 (C); 80071 (E); 4845 (V); 17272 (V). 

Wanderer, The (Schubert), A 5503 (C); 82058 (E); 74823 (V). 

Overture (William Tell), A 5286 (C); A5237 (C); 80128 (E); 35120 
(Vy 3 OLeL GV) 


ELEMENTARY THEORY AND EAR TRAINING. 


Two periods. 


A course preparatory for harmony based on the hearing of melodic 
progressions, chords and cadences in both major and minor. Books for 
reference: 

Hollis Dann. Music Dictation. 

F. J. Sawyer. Ear Training. 

Sparmans. Lessons in Audition. 

Alchin. Ear Training for Teacher and Pupil. 


HARMONY. 
Three periods. 


Seales, intervals, triads, seventh and ninth chord and cadences. The 
harmonization of melodies. 


PRIVATE. STUDY IN APPLIED MUSIC. 


It is recommended that pupils taking two lessons a week in piano, 
voice or violin under a teacher of recognized standing and practicing not 
less than two hours a day for 36 consecutive weeks shall receive after 


Part X.—Music and Art. 11 


due examination by a committee, not including the teacher, credit of one 
unit. Similarly one lesson a week for 36 consecutive weeks should give 
one-half unit credit. 

_ The credit thus given should be in addition to the fifteen units required 
for high-school graduation. 


ART. 


DRAWING AND DESIGN. 


One or two units. 


The amount of credit to be allowed in art depends upon the time 
given to the recitation and to outside preparation. For recitation work 
only, with little or no outside preparation, one-half unit of credit should. 
be given for one forty-minute period daily for thirty-six weeks; ‘and one 
unit of credit for one recitation daily requiring approximately the same 
time in preparation or practice as is required in such subjects as English, 
mathematics, history, etc. For double or eighty-minute periods one 
unit of credit may be given for thirty-six weeks and one-half unit for 
eighteen weeks. 

In most high schools the course in drawing cannot be separated from 
the course in design; and hence the problems of each one are made to 
supplement the other. In this course a combination of the two is worked 
out in order to give the student an understanding of the underlying 
principles of art and good taste which he can use in his own work in 
illustration and actual art work, as well as in discriminating between the 
good and the bad and appreciating the good in all art which he sees 
around him. Much of the first term’s work is in design. This gives the 
student a use and acquaintance with the materials, the handling of 
spaces, and the arrangements of lines and forms. There is no advanced 
work in design or any purely advanced design problems; all the work 
is intended to apply directly to the student’s everyday interests, to give 
him the principles that may be applied directly to his surroundings 


First Term 
DESIGN. 


Begin the study of design by the learning and use of a simple alphabet. 
One appropriate for general use and for decorative purposes is an 
architectural letter. 


Plate 1. Page containing several copies of alphabet. Learn thor- 
oughly: 
a. Design of letters. 
b. Harmony in spacing. 
ce. Letters as designs. 
d. Relation and construction of letters. 


Plate 2. Letter quotation, using India ink on tinted paper; applica- 
tion of knowledge of lettering. 
a. Harmony and good relations. 
b. Letters as units in all-over pattern. 
c. Design of capitals. 
d. Design of border appropriateness. 
e. Arrangement of letters on page. 


Plates 3, 4, 5. Analysis drawings: from flowers, two plates; from 
trees or other subjects, one plate. Outline drawings in pencil. 
a. Character of flower. 
b. Nature and appropriateness to kinds of design. 


ee Course of Study for High Schools. 


Theory: Principles of harmony, balance, rhythm. Fitness of design 
to object decorated. Principles of space and color arrangement. Theory 
of color. Primary and secondary colors. Complementary, analogous, 
and one-mode color schemes. The use and meaning of color. 


Plate 6. Designs made from flower motifs, illustrating symmetry, 
balance and rhythm. May use squared paper. Color schemes may be 
used and designs painted with opaque or transparent water colors. 


Plate 7. Decorative panel with flower motif. Harmonious color 
scheme; opaque or transparent water colors, or black and white. Panel 
should be appropriate for use and may be applied to some kind of hand 
work; cross-stitch embroidery, stenciling, pottery, or leather work. 

a. Fitness of design. 
b. Simplicity. 

Work with some material to which the problems worked out in de- 

sign may be applied. Some article or articles of general use. 


SKETCHING. 
From Still life or Life. 


Certain days in the term should be used in sketching from objects 
such as vases, bowls, books, jars, etc., or from the figure. 


Still life: Work may be done in outline. Some consideration of per- 
spective will be necessary. Prang’s books 5, 6, 7, 8, 9, may be used for 
reference. 


Life: Action sketches. 
a. Line of action. 
b. Character of action. 
c. General proportion. - 


Work in sketching may be done in charcoal or brush and ink; any 
medium good for quick work. This is usually best given in charcoal 
or pencil outline. Only the general proportions can be considered, the 
emphasis being placed on the action. Let model pose for short time, 
then class draw from memory. Other poses may be from ten to fifteen 
minutes. 

HISTORY OF ART. 


All students of drawing should be familiar with the names and work 
of a few of the greatest artists. The study of art history in the high school 
should follow the picture study of the grades. A study of the modern 
illustrators and of modern painters is recommended for high-school 
pupils, but they should know a few of the old masters also. Suggested 
lists: 

Old masters: Fra Angelico, Giotto, Raphael, Leonardo di Vinci, 
Michael Angelo, Titian, Botticelli, Andrea del Sarto, Guido Reni, Rubens, 
Rembrandt, Van Dyke, Franz Hals, Holbein, Durer, Velasquez, Millet, 
Corot, Rossetti, Burns-Jones, Reynolds. 


Modern: Whistler, Sargent, Abbey, Alexander, Maxfield, Parrish, 
Jules Gueim, Dulac, Kay Nielson, Arthur Rackam, Robinson, etc. 

The study of these may be divided by giving some of. the old masters 
during the first and second terms and the modern painters in the third 
and fourth terms. The prints of the first set may be obtained from 
Perry Pictures Company or University Prints Company; of the latter 
from the Metropolitan Art Museum. New York City, and from different 
books now in the stores. In the study of the modern painters emphasis 
should be given to the possibility of an Aerimcan style or feeling and the 
development of an American art. 


Part X.—Music and Art. 13 


Second Term. 
DESIGN. 


The principles of design and color applied to houses and rooms. Theory 
of interior decoration. 

Review of color theory. Colors and their effect on people. Color and 
its relation to use of room. 


1. Harmony in walls: 
=>” a. Paper. 
b. Pictures. 


2. Harmony of furnishings: 

a. Furniture. 

b. Bric-a-brac. 

c. Hangings. 

d. Shades. 

Make a collection of pictures from magazines for use in school. 

Furniture catalogues will furnish types of furniture. Pupils should 
keep notebooks. 


Plate 1. Design of wall space. -Wall plan is design. Draw, without 
perspective, a plan for a wall with one window and door, showing 
arrangement of— 

a. Hangings. 

b. Molding. 

c. Pictures. 

d. Color of paper. 

e. Color of wood-work. 

To be worked out in opaque or transparent water color. This problem 
may be simplified and executed in pencil outline. 


Plate 2. Design of wall with three pieces of furniture in front of it. 
Have all interior decoration problems drawn without perspective, simply 
showing flat view. 

Color and fitness to use of room. 
Woodwork. 

Hangings. 

Pictures. 

Furniture. 


WA? SF 


Use opaque or transparent water color. Aim for simplicity and in- 
dividuality. Show how the design of a room space is governed by the 
same laws that hold in the designing of a small panel that has balance, 
and the harmony of large and small spaces. 


Note.—A discussion of yard and garden plans would be of interest as 
a part of the decoration of the home. 


Plate 3. Design for some handwork of use in a room. An advanced 
problem of some kind of handwork used in Term I, as cross-stitch or 
stenciled table cover or curtains. Pottery is an especially fine craft for 
use in this course. The painting of flower pots, lamps, boxes, candle- 
. sticks and other articles with enamelac makes a good method for teach- 
ing color and its uses in rooms. 


SKETCHING. 
Outline, and dark and light. 


The time allowed to sketching from life should be just as full as possi- 
ble. Further practice in quick sketching with charcoal or soft pencil 
will be found valuable, so that each pupil may have six approved outline 
sketches at end of term. Take up in this term the study of dark and 
light. If model is posed in strong light with a dark background the dis- 
tinction will be easily understood by the students. Make sketches of the 


14 Course of Study for High Schools. 


figure in action and in repose, showing the large masses of light and 
shadow. Leave out all detail, but strive to show the simple facts stated, 
the general character and type of model. Two approved sketches in dark 
and light with charcoal to be handed in at end of term. 


Third Term. 


SKETCHING. 


All kinds of figure sketching, costume models in as many ways as pos- 
sible. One day a week may be action sketching, the remainder of the 
time given to longer poses. Practice for better drawing in every way 
and use several mediums; charcoal, brush and ink, pen and ink, pencil, 
colored chalk on grey and white paper, water colors, colored pencils. 

Still life may be used, also, in a variety of mediums. 

Students should hand in six plates drawn in mediums representative 
of work of term. Suggested list: ; 

a. Two sketches in pencil outline. 

b. Two studies in dark and light, drawn with charcoal. 

c. Two studies on tinted paper, drawn with colored crayon or 
pencil, or painted in water color. 


DESIGN. 


Poster design, to be carried in opaque water colors in black and 
white. 


Plate 1. Design of figure in panel, embodying principles used in the 
first and second terms. Either black and white or color may be used. 
a. Harmony cf line, space, color. 
b. Balance of black and white. 
c. New types of lettering. 


Plate 2. Design for poster in colors and in combination with letter- 
ing. Problem may be changed into design for personal Christmas card, 
to be printed or adapted to some school activity. 

The applied design or handwork for this term should be of some kind 
that is personal in its use, as jewelry or embroidery or art metal work. 
Instead of handwork, further work in posters may be given and deco- 
rative panels in colors substituted. 


Note.—Work in jewelry is exceedingly interesting to high-school pu- 
pils. The use of silver and semi-precious stones makes the work less 
expensive than the use of leather or metal. If the pupil makes one pin 
of good design and careful workmanship, he will have completed the 


work of the term. 
Fourth Term. 


SKETCHING. 


Work in sketching and drawing of the figure is the chief subject for 
this term. The sketching should simply be an improvement over the work 
of the previous term, continual practice being the only way to obtain 
better results. All of the interesting mediums that are at the disposal of 
the teacher may be used. Work may be from | 

1. Entire figure: 
a. Dark and light, all mediums. 
b. Outline, charcoal, pencil, pen, 
2. Head: Dark and light, charcoal, colors. 


Perspective. 


For outdoor or indoor sketching a more careful study of the rules of 
perspective may be needed. 


Part X.—Music and Art. 15 


Indoor drawing from— 


a. Chairs. 
b. Table. 
c. Door. 


d. Corner of room. 


Out of doors from— 
a. Buildings. 


b. Fences. 
c. Trees. 
d. Streets. 


The use of the figure sketching and the perspective is recommended in 
the making of illustrations from English classics. Mediums may be 
water color or pen and ink, or a combination of the two. 

Posters for school activities form an important part of the work of this 
term. Drawings for the school publications should be done in the class 
time and under supervision of the art teacher. Students should know 
the difference between line cuts and halftones, and the way to make the 
drawings for either. 

Advanced work in lettering and illustration should be given those 
pupils showing special talent. 

Etching from out-of-door subjects may be given. Work in monotyping 
is within the reach of high-school pupils, and some beautiful results may 
be obtained. 

Costume designing is a subject interesting to teacher and pupils, 
especially in classes of girls. Work in this may be given instead of 
applied design problems in handwork. 

The handwork or craft work for this term may be a continuation 
of that done in the third term. It should be in harmony with the personal 
subject of the term’s work. If jewelry work is given, two problems may 
be designed and executed by the student. 


REFERENCE BOOKS. 


The work should be adapted and arranged by the teacher in con-. 
sideration of her own special problems, but a list of helpful books would 
contain the following: 


Batchelder, E. A. Principles of Design. Inland Printing Co., Chicago. 

Brown, F.C. Letters and Lettering. Bates. 

Dow, Arthur W. Composition. Baker. 

LaFarge, John. Considerations on Painting. Macmillan Co., Chicago. 

Lawrence, Maude, and Sheldon, Caroline. The Use of the Plant in De- 
corative Design, (for high schools). Scott, Foresman Co., Chicago. 

Miller, L. W. Essentials of Perspective. Scribner’s, New York. 

Parsons, Frank Alvah. Commercial Design. Doubleday, Page & Co., 
Garden City, New York. 

Parsons, Frank Alvah. Interior Decoration. Doubleday, Page & Co., 
Garden City, New York. 

Snow, B. E., and Froehlich, H. B. Theory of Color. Prang Pub. Co., 
Chicago. 

Stevens, Thomas Wood. Letters and Lettering. Inland Printing Co., 
Chicago. 

MAGAZINES. 
Masters in Art (discontinued). Bates & Guild Co., Bogton. 
The Art World and Arts and Decoration. Hewitt Pub. Co., New York. 


The Craftsman. The Craftsman Pub. Co., New York. 
The International Studio. John Lane Co., New York. 


me 





STATE OF KANSAS 
DEPARTMENT OF EDUCATION 


COURSE OF STUDY for 
HIGH SCHOOLS ~ 


PREPARED BY 
THE STATE BOARD OF EDUCATION 
1917 


PART X.—MUSIC AND ART 














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UNIVERSITY OF ILLINOIS-URBANA 





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